[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601094-105":3,"doc-detail-601094-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","meanings-made-in-students-multimodal-digital-stories-resources-popular-culture-and-values","Meanings Made in Students’ Multimodal Digital Stories - Resources, Popular Culture, and Values","","Young learners function as both consumers and producers of digital multimodal texts, shaping shared culture through their narrative choices. This study analyzes multimodal digital stories created by 23 Swedish fifth-graders in a school setting to understand how they constructed meaning and what resources supported that process. Using a multiliteracies-based multimodal textual analysis, results show students used available digital and modal resources to varying degrees. Many stories were influenced by popular culture experiences, indicating popular culture texts operate as meaning-making resources.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/meanings-made-in-students-multimodal-digital-stories-resources-popular-culture-and-values/601094/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/meanings-made-in-students-multimodal-digital-stories-resources-popular-culture-and-values/601094.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this study?","Question",{"text":63,"@type":64},"The study aims to understand the meanings students made in their digital narratives and to describe how they constructed that meaning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the analysis conducted?",{"text":68,"@type":64},"It uses multimodal textual analysis grounded in the multiliteracies perspective to examine the students’ digital stories.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about students’ use of resources?",{"text":72,"@type":64},"All students took advantage of available digital and modal resources, with some using writing alone and others using multiple available modes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601094,1792165987,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Dahlström, H., & Damber, U. (2020). Meanings Made in Students’Multimodal Digital Stories: Resources, Popular Culture, and Values. Designs for Learning, 12(1),45–55. DOI: [https://doi.org/10.16993/dfl.145](https://doi.org/10.16993/dfl.145)  \n\n| RESEARCH\u003Cbr>Meanings Made in Students’Multimodal Digital Stories: Resources, Popular Culture, and Values\u003Cbr>Helene Dahlström and Ulla Damber |\n| --- |\n| The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students’ texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students’ multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study’s multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students’popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world. |\n| Keywords: digital resources; meaning-making; multiliteracies; multimodal design; popular culture; students’ text; values |\n\nIntroduction  \nVarious forms of multimodal texts have become increasingly common in everyday life, largely due to digital innovations. Multimodal texts consist of various modes, such as writing, images, video, and music or sound effects. Social media sites, computer games, and TV shows are examples of multimodal texts (Kress, 2010). According to Bezemer and Kress (2016), it is important to understand the potential of these modes as meaning-making tools in contemporary media. For teachers, this extending variety of meaning-making resources can be challenging because they are facing new requirements regarding the design of education (Jewitt, 2008) . Understanding both learning and teaching in the contemporary multimodal classroom environment is essential for considering both how meaning is created and what types of meaning are being created (Jewitt, 2008) . Formal meaning-making and textmaking in school are still dominated by written language texts, whereas informal meaning-making, often outside of school, involves encouraging young people to make meaning that involves engaging with multimodal multimedia texts (Kress, 2010) . Concerning meaning-making in Swedish classrooms, the nation’s teaching practices are still characterized by writing traditionally being the most valued form of expression (Borgfeldt & Lyngfelt, 2014; Svärdemo Åberg & Åkerfeldt, 2017) . Because stu-  \nInstitution of Education, SE  \nCorresponding author: Helene Dahlström ([helene.dahlstrom@miun.se](helene.dahlstrom@miun.se))  \ndents’ meaning-making and text-making are not limited to what happens inside the classroom walls, schools have the important task of building bridges between students’informal text-making activities and the school’s formal text-making activities (Edwards-Groves, 2011; Jewitt, 2009) . National and international researchers have indicated that students engage with various multimodal digital texts when not in school, such as popular culture texts (Björkvall & Engblom, 2010; Edwards-Groves, 2011; Jewitt, 2009) . Students’ text production often reflects their experiences of popular culture (Dunn, Niens, & McMillan, 2014; Schmidt & Wedin, 2015). When engaging with digital multimodal texts such as popular culture texts, critical reflections concerning the text’s purpose and whose interests are represented in the text become important (Janks, 2010; Romm","cbCaimiYwxXUnmuL","https://ap.wps.com/l/cbCaimiYwxXUnmuL","pdf",1126154,11,"English","# Introduction\n## Multimodal texts and meaning-making\n## Popular culture as a resource\n# Study aims and approach","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study aims to understand the meanings students made in their digital narratives and to describe how they constructed that meaning.\"},{\"question\":\"How was the analysis conducted?\",\"answer\":\"It uses multimodal textual analysis grounded in the multiliteracies perspective to examine the students’ digital stories.\"},{\"question\":\"What did the results show about students’ use of resources?\",\"answer\":\"All students took advantage of available digital and modal resources, with some using writing alone and others using multiple available modes.\"}]","Meanings Made in Students’ Multimodal Digital Stories - Resources, Popular Culture, and Values | PDF",1792091968,28,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,128,131,136,139,143],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":129,"slug":130},30,"research-report",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},9,"Religion & Spirituality",20,"religion-spirituality",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":134,"slug":138},"World Cup","world-cup",{"id":140,"doc_module":4,"doc_module_name":25,"category_name":141,"show_sort_weight":140,"slug":142},10,"Lifestyle","lifestyle",{"id":144,"doc_module":4,"doc_module_name":25,"category_name":145,"show_sort_weight":114,"slug":146},19,"General","general"]