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Digital Story Production Project, Research design, Digital story, Age,…

- - - - Attention to the shift from literacy to literacies (Erstad et al., 2007; Yelland, 2010; Flewitt, 2011)
        
        Multiliteracies
        
        regard various modalities and digital technologies as valuable items to help children with their knowledge construction and meaning-making (Rowsell, 2013)
        
        allow the use of any ‘available resources of multiple modalities’ to ‘design and redesign their identities, opportunities, and future as global citizens of an increasingly connected yet diverse world’ (Leander, & Boldt, 2013, p. 23)
  - - - Semiotic awareness
        a part of multimodal literacy (Jewitt & Kress, 2003; O'Halloran & Lim, 2011)
        
        important for educators to have “semiotic awareness” to evaluate children’s multimodal work (Nelson, 2006, 2008; Nelson & Kern, 2012).
        
        to understand that the affordance of semiotic modes and semiotic technologies (Djonov & Van Leeuwen, 2017) leads to and requires various types of meaning-making (Kress, 2010).
    - - Creativity, critical thinking, and semiotic awareness are observed when choosing from relevant cultural items and making their semiotic modes, like music, image, lines, actions into one reasonable creation to tell others its story and identity for different purposes. (Puccio & Gonzalez, 2004)
      - digital multimodal content generation (Burgess & Green, 2009)
        
        express children's ideas and identities through its making process (Yarosh et al., 2016)
        
        Explained as "remix" = ‘build upon a work that already exists and using it to make new meanings and express new ideas’ (Reilly, 2010, p. 145)
        
        creativity in their role playing communication (Zhou, Chen & Luo, 2014)
        
        Children generate original ideas there (Jajnke, Haerte & Wildt, 2017)
        
        Example
        
        literacy activities by having the ‘third space’ for learning in YouTube Production and Uploading (Lim, & Toh, 2020)
- - - - Concern: It is hard to predict how children shoot and explain differently. I will focus on multimodal/multiliteral aspects regarding the generated products and storytelling in their review, but so far it is hard to imagine for me what it would be like. Probably my understanding on multimodality and multiliteracies may not be enough though.
- - - - useful to observe how children negotiate with each other and decide future social actions by building upon previous knowledge (The New London Group, 1996; Cope & Kalantzis, 2009)