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Multiple Possibilities: The Multi-literate Lives of Three Children
An International Journal of Complexity and Education
This paper presents findings from an eleven-year ethnographic study which describes how three children used different sign systems to become literate, to define who they are and to construct their literate identity. They each engaged with literacies in powerful and life transforming ways. Each child used multiple literacies to learn, understand and create meaning more fully, and use their motivated interest in a preferred literacy to scaffold their learning of another. In analysing this richfatcat:yueptmeyyfgrtit7rdhcrc5cu4