Fostering Creative and Critical Literacy Skills in Children’s Multimodal Literacy Practices
Abstract
It is a widely known fact that children today are extensively exposed to digital and multimodal literacies. Such exposure to digital and multimodal literacies requires child learners‘ adaptation to semiotic resources, especially in formal settings such as classrooms. By linking the importance of children‘s adaptation to semiotic resources to the development of critical thinking or literacy skills, this review paper highlights the crucial role of achieving critical literacy skills or developing critical thinking skills, and suggests ways of improving pre-school curricula by drawing on the related literature. The paper also focuses on the idea of creativity, as well as notions of 'little c creativity' and 'possibility thinking', and makes suggestions on how these skills can be fostered and nurtured in pre-school contexts. Moreover, the paper explores how critical literacy skills can be enhanced through multimodal literacy practices and suggests possible classroom practices and tasks.
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