“Uh oh”: Multimodal meaning making during viewing of YouTube videos in preschool

Christina Davidson, Susan J. Danby, Karen J. Thorpe

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review


With young children’s increased use of digital technologies, there is increasing interest in their multimodal meaning making. Little is known of the ways that interactions between young children and adults produce multimodal meaning making as an aspect of digital literacies. This chapter explores children’s production of multimodal meaning making during viewing of YouTube videos in a preschool. Video-recorded data are drawn from a large study of young children’s everyday practices with digital technology in preschools and homes. Conversation analysis is used to investigate the multimodal resources employed by the children and their teacher to accomplish individual and shared understandings of recorded events as humorous, out-of-the-ordinary or even dangerous. The chapter contributes to thinking about practices necessary for educators to support children’s multimodal meaning making during use of digital technologies.
Original languageEnglish
Title of host publicationMultimodal perspectives of language, literacy and learning in early childhood
Subtitle of host publicationThe creative and critical "Art" of making meaning
EditorsMarilyn J. Narey
Place of PublicationSwitzerland
Number of pages22
ISBN (Electronic)9783319442976
ISBN (Print)9783319442952
Publication statusPublished - 2017

Publication series

Name Educating the young child

Grant Number

  • DP110104227


Dive into the research topics of '“Uh oh”: Multimodal meaning making during viewing of YouTube videos in preschool'. Together they form a unique fingerprint.

Cite this