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Embodied literacies: an investigation into how young children embody their engagement with the features of wordless picturebooks

具身读写能力：对幼儿如何体现他们对无字图画书特征的参与的调查

基本信息

批准号：
2454499
负责人：
金额：
--
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2454499
关键词：
Embodied literacies investigation into how

项目摘要

Throughout my PhD I will investigate young children's embodied practices as they engage with wordless picturebooks.Embodied practices are defined here as whole or compartmentalised body movements that communicate meaning(Strathern & Stewart, 2011). This definition links to the theory of multimodality, which asserts that communication occursthrough a variety of methods (Kress, 2010). The research will analyse young children's use of enactment and physicalobject manipulation, as embodied practices, while they engage with wordless picturebooks. Wordless picturebooks hasbeen chosen for this project due to their narrative and design features (Nikolajeva, 2002; Sipe & Brightman, 2009).Hassett (2010) has suggested that text types and their features affect the types of responses, for instance gesture maybe used to interpret the spatial relations of a visual text. I will investigate this claim by using qualitative data to analysehow children use embodied practices as they engage with the features of wordless picturebooks. My PhD will provideinsights into the role embodied practices play in young children's literacy practices in the classroom. Literacy practicesare understood here as the varied ways that individuals respond to texts (Street, 1993). Through using rich qualitativedata to focus on specific embodied practices, a new and nuanced understanding will be generated as to how childrenuse enactment and physical object manipulation to engage with wordless picturebooks.

在我的博士学位期间，我将研究幼儿在阅读无字图画书时的身体实践。身体实践在这里被定义为传达意义的整体或分割的身体运动（Strawberry & Stewart，2011）。这一定义与多模态理论相联系，该理论认为沟通是通过各种方法进行的（Kress，2010）。这项研究将分析幼儿在阅读无字图画书时，作为具体实践的制定和物理对象操作的使用。无文字图画书因其叙事和设计特征而被选为该项目的对象（Nikolajeva，2002; Sipe & Brightman，2009）。Hassett（2010）认为文本类型及其特征会影响响应类型，例如手势可用于解释视觉文本的空间关系。我将通过使用定性数据来分析儿童在接触无字图画书的特征时如何使用具身实践来调查这一说法。我的博士学位将提供深入了解体现的做法在幼儿的识字实践在课堂上发挥的作用。识字实践在这里被理解为个人对文本做出反应的各种方式（Street，1993）。通过使用丰富的qualitivedata专注于具体的具体做法，一个新的和微妙的理解将产生关于儿童如何使用制定和物理对象操纵从事无字的图画书。