ABSTRACT
The previous chapters have demonstrated how applying a multimodal social semiotic lens, in combination with an ethnographic perspective, provides a different way of ‘seeing’ children’s texts, making their complexity and creativity visible in new ways. Such analyses help us to trace identity and social practice in the materiality of texts (Pahl and Rowsell 2006: 2). The analyses also help us to understand how modes work, their affordances, and how students can make use of different modes in their learning and reshaping of knowledge.
