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Transcription as a dynamic craft in the A day in the Life methodology: Insights into the development of understandings of citizenship in a five-year-old’s transition to school

Research output: Contribution to conference - Without ISBN/ISSN Conference paper

Published

Standard

Transcription as a dynamic craft in the A day in the Life methodology : Insights into the development of understandings of citizenship in a five-year-old’s transition to school. / Gillen, Julia; Cameron, Catherine Ann.

2019. Paper presented at Reconceptualising early childhood literacies: an international conference, Manchester, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN Conference paper

Harvard

Gillen, J & Cameron, CA 2019, 'Transcription as a dynamic craft in the A day in the Life methodology: Insights into the development of understandings of citizenship in a five-year-old’s transition to school', Paper presented at Reconceptualising early childhood literacies: an international conference, Manchester, United Kingdom, 7/03/19 - 8/03/19.

APA

Gillen, J., & Cameron, C. A. (2019). Transcription as a dynamic craft in the A day in the Life methodology: Insights into the development of understandings of citizenship in a five-year-old’s transition to school. Paper presented at Reconceptualising early childhood literacies: an international conference, Manchester, United Kingdom.

Vancouver

Gillen J, Cameron CA. Transcription as a dynamic craft in the A day in the Life methodology: Insights into the development of understandings of citizenship in a five-year-old’s transition to school. 2019. Paper presented at Reconceptualising early childhood literacies: an international conference, Manchester, United Kingdom.

Author

Gillen, Julia ; Cameron, Catherine Ann. / Transcription as a dynamic craft in the A day in the Life methodology : Insights into the development of understandings of citizenship in a five-year-old’s transition to school. Paper presented at Reconceptualising early childhood literacies: an international conference, Manchester, United Kingdom.

Bibtex

@conference{22c44ac3b51342beaae6324a358bcca3,
title = "Transcription as a dynamic craft in the A day in the Life methodology: Insights into the development of understandings of citizenship in a five-year-old’s transition to school",
abstract = "In this paper we illustrate and reflect on how the Day in the Life methods enabled us to devise and combine approaches to transcribing and presenting data from a specific day of a five-year-old girl of Indo-Canadian heritage (Gillen & Cameron, 2017) . In the video data we found connections between the multimodal meaning-making practices of Suhani across two encounters in one day, the first in ‘mat time’ at a kindergarten and the second at afternoon tea with her family. In the first the teacher reads aloud to a group, introducing them to the history of beavers as symbols of Canada. Later, at afternoon tea with her grandparents Suhani demonstrates her close attention to the teacher’s multiple modalities while also finding her own ways of bridging gaps in her understandings, drawing on family and media discourses. We explain how we approached this data by drawing on linguistic ethnography (Creese, 2008) enriched by a multimodal approach to studying the co-construction of familial narratives (Cameron and Gillen, 2013). We illustrate our three approaches to transcription used in the study that respond to the suggestion by Copland & Creese, (2015: 196) that transcription should be “fit for purpose” and “provide the level of detail required for the job they have to do”. We conclude by briefly demonstrating the insights that were gained from holding transcription as a dynamic craft.",
keywords = "literacy, early childhood, multimodality, transcription, linguistic ethnography",
author = "Julia Gillen and Cameron, {Catherine Ann}",
note = "Paper presented in the symposium: “A day in the life: developing innovative methodologies to research literacy, multimodality and resilience in diverse locations” chaired by C.A. Cameron; Reconceptualising early childhood literacies: an international conference ; Conference date: 07-03-2019 Through 08-03-2019",
year = "2019",
month = "3",
day = "7",
language = "English",
url = "http://digilitey.eu/events-activities/conferences-and-events/reconceptualising-early-childhood-literacies/",

}

RIS

TY - CONF

T1 - Transcription as a dynamic craft in the A day in the Life methodology

T2 - Insights into the development of understandings of citizenship in a five-year-old’s transition to school

AU - Gillen, Julia

AU - Cameron, Catherine Ann

N1 - Paper presented in the symposium: “A day in the life: developing innovative methodologies to research literacy, multimodality and resilience in diverse locations” chaired by C.A. Cameron

PY - 2019/3/7

Y1 - 2019/3/7

N2 - In this paper we illustrate and reflect on how the Day in the Life methods enabled us to devise and combine approaches to transcribing and presenting data from a specific day of a five-year-old girl of Indo-Canadian heritage (Gillen & Cameron, 2017) . In the video data we found connections between the multimodal meaning-making practices of Suhani across two encounters in one day, the first in ‘mat time’ at a kindergarten and the second at afternoon tea with her family. In the first the teacher reads aloud to a group, introducing them to the history of beavers as symbols of Canada. Later, at afternoon tea with her grandparents Suhani demonstrates her close attention to the teacher’s multiple modalities while also finding her own ways of bridging gaps in her understandings, drawing on family and media discourses. We explain how we approached this data by drawing on linguistic ethnography (Creese, 2008) enriched by a multimodal approach to studying the co-construction of familial narratives (Cameron and Gillen, 2013). We illustrate our three approaches to transcription used in the study that respond to the suggestion by Copland & Creese, (2015: 196) that transcription should be “fit for purpose” and “provide the level of detail required for the job they have to do”. We conclude by briefly demonstrating the insights that were gained from holding transcription as a dynamic craft.

AB - In this paper we illustrate and reflect on how the Day in the Life methods enabled us to devise and combine approaches to transcribing and presenting data from a specific day of a five-year-old girl of Indo-Canadian heritage (Gillen & Cameron, 2017) . In the video data we found connections between the multimodal meaning-making practices of Suhani across two encounters in one day, the first in ‘mat time’ at a kindergarten and the second at afternoon tea with her family. In the first the teacher reads aloud to a group, introducing them to the history of beavers as symbols of Canada. Later, at afternoon tea with her grandparents Suhani demonstrates her close attention to the teacher’s multiple modalities while also finding her own ways of bridging gaps in her understandings, drawing on family and media discourses. We explain how we approached this data by drawing on linguistic ethnography (Creese, 2008) enriched by a multimodal approach to studying the co-construction of familial narratives (Cameron and Gillen, 2013). We illustrate our three approaches to transcription used in the study that respond to the suggestion by Copland & Creese, (2015: 196) that transcription should be “fit for purpose” and “provide the level of detail required for the job they have to do”. We conclude by briefly demonstrating the insights that were gained from holding transcription as a dynamic craft.

KW - literacy

KW - early childhood

KW - multimodality

KW - transcription

KW - linguistic ethnography

M3 - Conference paper

ER -