dc.creator | Pacheco Costa, Alejandra | es |
dc.creator | Guzmán Simón, Fernando | es |
dc.date.accessioned | 2022-06-28T17:53:46Z | |
dc.date.available | 2022-06-28T17:53:46Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Pacheco Costa, A. y Guzmán Simón, F. (2020). Developing multimodal narrative genres in childhood: An analysis of pupils’ written texts based on systemic functional linguistics theory. Education sciences, 10 (11), 342. https://doi.org/10.3390/educsci10110342. | |
dc.identifier.issn | 2227-7102 | es |
dc.identifier.uri | https://hdl.handle.net/11441/134779 | |
dc.description.abstract | Social sustainability embraces literacy development as a means by which children integrate
their knowledge in society and become powerful and meaningful. In this context, the development
of writing among young children requires the design of new teaching strategies that allow for the
multimodal repertoire brought by children into the classroom. Systemic Functional Linguistics o ers
tools for the analysis of children’s multimodal writing, which plays an important role in their literacy
development. Our research was carried out in an urban context, the participants being 12 children
aged 7 to 8. Data were collected through participant observation, conversations, and the analysis of
documents and products generated by the children. From them, we analysed two stories written by
two girls, which showed the way in which the children created meaning by combining verbal and
visual modes, and how these modes interact (intersemiosis). The performance of a literacy task in
which children are able to integrate their knowledge and heritage into the classroom, may constitute an
interdisciplinary tool for their participation and engagement in the school, thus leading to a more equal
society. In consequence, we propose that the integration of a genre-based pedagogy in the classroom
should include greater awareness in teachers of the value of pupils’ multimodal assessments. | es |
dc.format | application/pdf | es |
dc.format.extent | 19 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Education sciences, 10 (11), 342. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Primary education | es |
dc.subject | Social sustainability | es |
dc.subject | Literacy | es |
dc.subject | Writing | es |
dc.subject | Genre | es |
dc.subject | Multimodal text | es |
dc.title | Developing multimodal narrative genres in childhood: An analysis of pupils’ written texts based on systemic functional linguistics theory | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Educación Artística | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de la Lengua y de la Literatura y Filologías Integradas | es |
dc.relation.publisherversion | https://dx.doi.org/10.3390/educsci10110342 | es |
dc.identifier.doi | 10.3390/educsci10110342 | es |
idus.validador.nota | Lo he puesto en la colección de Alejandra. Pero Fernando pertenece al departamento de Didáctica de la Lengua y de la Literatura y Filologías Integradas. | es |
dc.journaltitle | Education sciences | es |
dc.publication.volumen | 10 | es |
dc.publication.issue | 11 | es |
dc.publication.initialPage | 342 | es |
dc.publication.endPage | | es |