期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2012
卷号：22
期号：1
页码：3-25
DOI：10.26522/brocked.v22i1.304
出版社：Brock University
摘要：Case illustrations of a six-year-old boy’s adventures with a missing tooth are used in this paper to re-define a broader notion of authorship. Drawing on theories of social semiotics, New Literacy Studies (NLS), and critical positioning, this notion of authorship not only interweaves the boy’s preferred modes of meaning-making and communication, but also considers his sociocultural environments. Findings suggest that each mode of meaning-making (linguistic, symbolic, musical, etc.) has its own semiotic potential (both affordances and limitations) and that all authorship needs to be framed critically, within social contexts, in order to better understand and facilitate young children’s abilities to garner, interpret, design, and communicate ideas across a range of semiotic systems.
