Exploring Critical Multimodal Literacy in Reconstructing Fairy Tales

Tolga Kargın

doi:https://doi.org/10.29329/epasr.2023.600.8

Original article | Educational Policy Analysis and Strategic Research 2023, Vol. 18(3) 158-175

Exploring Critical Multimodal Literacy in Reconstructing Fairy Tales

Tolga Kargın

pp. 158 - 175 | DOI: https://doi.org/10.29329/epasr.2023.600.8 | Manu. Number: MANU-2308-19-0001

Published online: September 30, 2023 | Number of Views: 70 | Number of Download: 263

Save PDF

Abstract

This study delves into the realm of critical multimodal literacy through the lens of fairy tale reconstruction. Employing an innovative pedagogical approach, the research examines how students engage with and transform traditional narratives using a critical perspective and digital tools. This action research showcases how students collaboratively reconstructed fairy tales by reshaping characters, plotlines, and themes, with a particular emphasis on gender roles and empowerment. The integration of digital platforms facilitated the transformation, allowing for creative exploration of characters, settings, and emotions. Findings reveal that students exhibited nuanced critical insights as they questioned and reshaped traditional gender representations, power dynamics, and narrative structures. This research contributes to educational practices by highlighting the potential of critical multimodal literacy activities in fostering transformative learning experiences. By integrating critical analysis with digital storytelling, this study opens avenues for advancing pedagogical strategies that promote critical engagement, multimodal expression, and societal reflection.

Keywords: Critical Multimodal Literacy, Elementary School, Fairy Tales, Digital Storytelling

How to Cite this Article?

APA 6th edition
Kargin, T. (2023). Exploring Critical Multimodal Literacy in Reconstructing Fairy Tales . Educational Policy Analysis and Strategic Research, 18(3), 158-175. doi: 10.29329/epasr.2023.600.8

Harvard
Kargin, T. (2023). Exploring Critical Multimodal Literacy in Reconstructing Fairy Tales . Educational Policy Analysis and Strategic Research, 18(3), pp. 158-175.

Chicago 16th edition
Kargin, Tolga (2023). "Exploring Critical Multimodal Literacy in Reconstructing Fairy Tales ". Educational Policy Analysis and Strategic Research 18 (3):158-175. doi:10.29329/epasr.2023.600.8.

References

Boivin, N. (2021). Co-participatory multimodal intergenerational storytelling: Preschool children’s relationship with modality creating elder inclusion. Journal of Early Childhood Literacy. https://doi.org/10.1177/14687984211012055 [Google Scholar] [Crossref]
Bussey, K. and Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676-713. https://doi.org/10.1037/0033-295x.106.4.676 [Google Scholar] [Crossref]
Chiang, T. (2021). What freirean critical pedagogy says and overlooks from a durkheimian perspective. Social Inclusion, 9(4), 1-11. https://doi.org/10.17645/si.v9i4.4157 [Google Scholar] [Crossref]
Freire, P. (1970). Pedagogy of the oppressed. Continuum. [Google Scholar]
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. Routledge. [Google Scholar]
Gee, J. P. (2015). Social linguistics and literacies: Ideology in discourses. Routledge. [Google Scholar]
Hull, G. and Nelson, M. T. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261. https://doi.org/10.1177/0741088304274170 [Google Scholar] [Crossref]
Janks, H. (2010). Literacy and power. Routledge. [Google Scholar]
Janssen, I., Huijts, T., Stevens, G., Torsheim, T., & Vollebergh, W. (2017). The happiest kids on earth. gender equality and adolescent life satisfaction in Europe and North America. Journal of Youth and Adolescence, 47(5), 1073-1085. https://doi.org/10.1007/s10964-017-0756-7 [Google Scholar] [Crossref]
Knobel, M., & Lankshear, C. (2007). Sampling "the new" in new literacies. In C. Lankshear & M. Knobel (Eds.), A new literacies sampler (pp. 1-24). New York, NY: Peter Lang. https://doi.org/10.1111/j.1467-8535.2008.00855_5.x [Google Scholar] [Crossref]
Kress, G. (2003). Literacy in the New Media Age. London: Routledge. [Google Scholar]
Kress, G. (2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge. [Google Scholar]
Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design. Routledge. [Google Scholar]
Kuby, C. R., & Vaughn, M. (2015). Young children’s identities becoming: Exploring agency in the creation of multimodal literacies. Journal of Early Childhood Literacy, 15(4), 433–472. https://doi.org/10.1177/1468798414566703 [Google Scholar] [Crossref]
Lankshear, C., & Knobel, M. (2006). New literacies: Changing knowledge and classroom learning. (2nd ed.). Philadelphia, PA: Open University Press. [Google Scholar]
Leland, C. H., Lewison, M., & Harste, J. C. (2018). Teaching children’s literature: It’s critical. Routledge. https://doi.org/10.4324/9781315269627 [Google Scholar] [Crossref]
Lewis, B. (2022). How literacy resources contribute to a gender inclusive classroom. Kairaranga, 23(1), 35-49. https://doi.org/10.54322/kairaranga.v23i1.274 [Google Scholar] [Crossref]
Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79, 382-392. [Google Scholar]
Lewison, M., Leland, C., & Harste, J.C. (2014). Creating critical classrooms: Reading and writing with an Edge. Routledge. https://doi.org/10.4324/9781315817842 [Google Scholar] [Crossref]
Luke, A. (2012). Critical literacy: Foundational notes. Theory into Practice, 51(1), 4-11. [Google Scholar]
Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically primary, 4(2), 5-8. [Google Scholar]
Mills, K. A. (2009). Multiliteracies: Interrogating competing discourses. Language and Education, 23(2), 103-116. https://doi.org/10.1080/09500780802152762 [Google Scholar] [Crossref]
Mills, K. A. (2015). Literacy theories for the digital age. Multilingual Matters. [Google Scholar]
Oakley, G., Wildy, H., & Berman, Y. (2020). Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms. Journal of Early Childhood Literacy, 20(4), 655–679. https://journals.sagepub.com/doi/10.1177/1468798418779171 [Google Scholar]
Ofcom (2022). Children and parents: Media use and attitudes report 2022. https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/children-and-parents-media-use-and-attitudes-report-2022 [Google Scholar]
Pew Research Center (2020). Parenting children in the age of screens. Retrived on 29.11.2022, from: https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/ [Google Scholar]
Richardson, P. W., & Eccles, J. S. (2007). Rewards of reading: Toward the development of possible selves and identities. International Journal of Educational Research, 46(6), 341-356. https://doi.org/10.1016/j.ijer.2007.06.002 [Google Scholar] [Crossref]
Rideout, V., and Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens-2019 [Google Scholar]
Wessel-Powell, C., Kargin, T., & Wohlwend, K.E. (2016). Enriching and assessing young children’s multimodal storytelling. The Reading Teacher, 70(2), 167-178. https://doi.org/10.1002/trtr.1491 [Google Scholar] [Crossref]
Wohlwend, K. E. (2009). Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms. Journal of Early Childhood Literacy, 9(2), 117–140. https://doi.org/10.1177/1468798409105583 [Google Scholar] [Crossref]

Volume 18 Issue 3

September 2023

All Articles