Multimodality, creativity and children’s meaning-making: Drawings, writings, imaginings

Zannie Bock


This paper uses a case study of the drawings, early writings and imaginative role play of two children to illustrate how children use a variety of modes to make meaning in ways that are creative and beyond the design and expectation of adults. It aims to valorise the kinds of practices in which children routinely engage but which are often overlooked and de-valued by adults, both parents and teachers. Framed by social semiotic theories of communication, multimodal pedagogies and cognitive accounts of children’s drawings, it illustrates how the children in this study work easily and seamlessly across a variety of materials and modes, using the semiotic resources available in their environments, to create imaginary worlds and express meanings according to their interests. In profiling these children, this paper lends support to the claim of multimodal pedagogies that it is the shifting across modes, as well as the freedom to choose the mode of expression, that engages the child’s affect and creativity and builds agency and voice. 


children, meaning-making, drawings, early writings, multimodal pedagogies

Full Text:




  • There are currently no refbacks.

ISSN 2224-3380 (online); 1726-541X (print)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License

Powered by OJS and hosted by Stellenbosch University Library and Information Service since 2011.


This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help