Making meaning together: multi‐modal literacy learning opportunities in an inter‐generational art programme

Abstract

This naturalistic study reports the language and literacy‐learning opportunities, and the conditions necessary to bring them about, in the art component of an innovative intergenerational programme. The focus is on the children in the programme (median age 4), their interaction with adult participants (median age 85) and facilitators, and the ways in which they used various sign systems to communicate meaning. There were many semiotic opportunities within the art programme, and these opportunities were enhanced by the intergenerational factor.

Keywords:

• art making
• early childhood education
• geriatrics
• intergenerational programmes
• literacy
• naturalistic enquiry

Acknowledgements

Many thanks to the volunteers staff, elders, and children of PMSV who allowed me a glimpse of their daily lives. Thank you also to Bridget Daly, my collaborator on this project, and to the PetroCanada Young Innovators Grant that made possible this research.

Notes

1. All names have been changed, with the exception of Bridget Daly, who is a collaborator in the study, and Providence Mount Saint Vincent, which requested that it be named in all publications.

2. This represents the participants in the art classes who consented to participate in the study. During the course of the study, other persons continued to frequent the classes. The study data was collected exclusive of them.

3. Participants in the IG classes included 16 residents (ages 31–96; median age of 85; three males; 13 females; 14 Anglo‐Americans; one Aboriginal; one Southeast Asian), 25 children (all were between 4–5 years of age and were to begin kindergarten in fall 2004, except for Arthur and Carol who were 3 years old; nine males; 16 females; 22 Anglo‐Americans; two African‐Americans; one Asian), one art teacher, two ILC teachers, one ILC supervisor, two recreation therapists, and two volunteers.

4. I also conducted semi‐structured interviews with residents and programme staff and took photographs of participants’ artwork from class, the public art show, and showings of work throughout PMSV. I also collected data between and after site‐visits through e‐mail and telephone conversations with Bridget. I transcribed the video and audio data. A research assistant transcribed a small portion of the taped interview data, and I checked all transcription for accuracy. I coded the data for predictive themes related to the research questions, then pattern‐matched them. When negative case samples arose, they were used to discredit particular themes or to create new themes. To increase trustworthiness, one research assistant also coded the video data and another also coded the interview data. I conducted member checks with programme residents and programme staff. After drawing preliminary conclusions, I asked Bridget to examine them. Bridget also reviewed this paper. Several adult participants in the IG classes whom I interviewed did not have decision‐making capacity. This made it impossible to conduct member checks with them.

5. Kress (2003: 1), however, does concede that writing ‘will remain the preferred mode of the political and cultural elites’.

6. Halliday is a social semiotician and the main influence on multi‐modal literacy.

7. Several adult participants exhibited behaviour consistent with dementia. Four adult participants died between April 2004 and the writing of this paper (December 2004).

8. Most participants had met previously either in art class or at other IG activities.

9. In the ILC the children are grouped according to insect names. On ‘grasshopper days’, the children from this particular group go to the neighbourhoods to visit residents and sometimes to participate in pre‐planned activities. Note that the real names of the groups have been changed for confidentiality.

10. Frieda is a pseudonym. With Frieda’s real name, this word game is much more obvious and effective.

11. As mentioned, small animals inhabit and are brought into PMSV.

12. These were particular concerns when classes were held in the neighbourhoods because adult participants there had the highest needs.

13. Betty identifies her neighbourhood. For confidentiality, I have changed the name of the neighbourhood.

14. Alki is the neighbourhood beach.

Additional information

Notes on contributors

Rachel M. Heydon

Rachel M. Heydon is assistant professor in the Faculty of Education, University of Western Ontario, 1137 Western Road, London, Ontario, Canada N6G 1G7; e‐mail: [email protected]. She researches inter‐generational learning, children who have been identified as struggling students, and early literacy. She has published papers in a variety of curriculum and language and literacy journals including The Journal of Adolescent and Adult Literacy, The Canadian Modern Language Review, Language and Literacy, and Journal of the Canadian Association for Curriculum Studies.