ABSTRACT
This chapter explores the potentials of children’s repertoire of semiotic means during tool-mediated literacy events by drawing on an empiriceal study from a Swedish preschool class setting. The study aims to provide insights into the powerful nature of digital storymaking as a pedagogical approach that cultivates children’s digital and multimodal literacies including communicative skills, creativity, and critical thinking, in parallel to conventional literacy. The results show how the storymaking offered opportunities for the children to negotiate narrative meaning using their earlier knowledge from media and diverse semiotic means, and how the events contributed to cognitive, emotional, and aesthetic experiences.
