Meaning Making Practices in the Construction of Multimodal Digital Texts
Abstract: In Ireland, the Diageo Liberties Learning Initiative has been in operation in one of the most deprived areas of Dublin City since 2002. It has implemented a range of digitally mediated literacy projects into the primary schools in its catchment area alongside the language-based literacy curriculum used in the schools. The initiative therefore provided an opportunity to examine the nature of the learning environment that emerged when multiliterate practices were embedded in traditional classrooms. This paper focuses on one aspect of this larger study, asking “What are the meaning making processes that emerged as children created multimodal texts in a classroom context?” It is perceived that this type of research is needed in order to learn how school curricula can be reframed to incorporate and develop young people’s out-of –school multiliterate practices.