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Research in two Swedish classrooms with 7- and 8-year-olds examines cohesion between image and writing, noting that motifs in the pictures may be unrelated to the child’s experience yet cohesion can still emerge through color, modality, and perspectival decontextualization. Findings inform understanding of multimodal literacy and transmodal success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/prefabricated-images-in-young-childrens-text-making-at-school-research/601043/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/prefabricated-images-in-young-childrens-text-making-at-school-research/601043.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are “prefabricated images” in this study?","Question",{"text":112,"@type":113},"They are images not produced by the child, but selected from an image bank and then copied and recontextualized in the child’s own writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze cohesion between images and writing?",{"text":117,"@type":113},"It focuses on cohesion across modes when prefabricated images are combined with writing about personal experiences, including how features like color, modality, and perspective can support cohesion even when motifs are unrelated.",{"name":119,"@type":110,"acceptedAnswer":120},"Where and with whom was the fieldwork conducted?",{"text":121,"@type":113},"Fieldwork took place in two Swedish classrooms with children aged 7 and 8, using school computers with tools such as word processing and Photostory, alongside downloading and saving images.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601043,1792189192,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Engblom, C. (2016). Prefabricated Images in Young Children’s Text-Making at School. Designs for Learning, 8(1),37–47, DOI: [http://dx.doi.org/10.16993/dfl.70](http://dx.doi.org/10.16993/dfl.70)  \n\n| RESEARCH\u003Cbr>Prefabricated Images in Young Children’s Text-Making at School\u003Cbr>Charlotte Engblom |\n| --- |\n| In classrooms where computers are used as tools for text-making, images and photographs from e.g. Google, here called “prefabricated images”, can be selected and copied into texts and combined with writing. In this article children’s use of prefabricated images as resources for personal texts is investigated with specific focus on cohesion between the modes of image and writing. When prefabricated images occur in combination with writing about a personal experience the specific motifs shown in the image are unrelated to the text-maker, but the results of this study show that cohesion may still be obtained, for example via colour, naturalistic modality or decontextualization of the motif in the image via a close-up or a distant perspective. Copying and recontextualization of photographs are common not only in schools but also in professional settings as image banks supply images to, for example, news editors and journalists, and contemporary text creation is often characterized by “representation-as-selection”(Adami and Kress, 2010). The ability to obtain cohesion across modes can be regarded as a defining feature of success in multimodal text-making (Wyatt-Smith and Kimber, 2009), and also for the interpretation of contemporary texts. |\n| Keywords: cohesion; digital text-making; multimodality; prefabricated images; young children |\n\nBackground and aim of the study  \nThe fieldwork for this study took place in two classrooms with children aged 7 and 8 in a mid-sized town in Sweden. The teacher, the same for both classes, introduced the children to computers for school work as she was interested in the method “Reading through writing” (In Swedish:“Att skriva sig till läsning”) (Trageton, 2003) . This method for teaching literacy encourages writing via keyboard and screen before writing via pencil and paper. The method has gained attention among teachers in Sweden and is quite widely used, although in different ways (Hultin and Westman, 2014) . The reason for studying the activities in these two classrooms was an interest in young children’s screen-based text-making in general, not an interest in the particular method “Reading through writing”. In the studied classrooms the computers were mostly used for writing by means of the word processing software Word or the visual narration software Photostory. The computers were also used for different pedagogical games and for downloading and saving images. The two most common genres of text created in the classrooms were personal commentaries and different varieties of subject texts. Images from the internet, i.e. Google images, or from the computerinherent software ClipArt were copied into texts of both  \nUppsala University, SWE [charlotte.engblom@edu.uu.se](charlotte.engblom@edu.uu.se)  \ngenres. The copied and recontextualized images are here called “prefabricated”, defined as images that are not produced/photographed by the actual text-makers but instead selected from an image bank. Image selection was a time consuming activity during the studied lessons in the two classrooms, indicating that the activity was complex but most likely also interesting for the children. The selection of images was handled by the children themselves and not addressed in teaching situations.  \nThe focus of the study presented in this article grew out of the observations made around the particular challenges of creating cohesion between “personal content”in writing and images that are copied from the internet. Personal content should here be understood as referring to the children’s experiences, memories, artefacts, animals or family and friends that figure in the children’s lives. The aim is to describe c","cbCaic6ZbiIqCLXl","https://ap.wps.com/l/cbCaic6ZbiIqCLXl","pdf",765016,11,"English","# Background and aim of the study\n# Young children, multimodal text-making and online activities","[{\"question\":\"What are “prefabricated images” in this study?\",\"answer\":\"They are images not produced by the child, but selected from an image bank and then copied and recontextualized in the child’s own writing.\"},{\"question\":\"How does the study analyze cohesion between images and writing?\",\"answer\":\"It focuses on cohesion across modes when prefabricated images are combined with writing about personal experiences, including how features like color, modality, and perspective can support cohesion even when motifs are unrelated.\"},{\"question\":\"Where and with whom was the fieldwork conducted?\",\"answer\":\"Fieldwork took place in two Swedish classrooms with children aged 7 and 8, using school computers with tools such as word processing and Photostory, alongside downloading and saving images.\"}]","Prefabricated Images in Young Children’s Text-Making at School - Research | PDF",1792091871,28]