Publication Date



YOUNG CHILDREN SHIFT MEANINGS across multiple modes long before they have mastered formal writing skills. In a digital age, children are socialised into a wide range of new digital media conventions in the home, at school, and in communitybased settings. This article draws on longitudinal classroom research with a culturally diverse cohort of eight-year-old children, to advance new understandings about children's engagement in transmediation in the context of digital media creation. The author illuminates three key principles of transmediation, using multimodal snapshots of storyboard images, digital movie frames, and online comics. Insights about transmediation are developed through dialogue with the children about their thought processes and intentions for their multimedia creations. [ABSTRACT FROM AUTHOR] Copyright of Australasian Journal of Early Childhood is the property of Early Childhood Australia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)


Institute for Learning Sciences and Teacher Education

Document Type

Journal Article

Access Rights

ERA Access

Access may be restricted.