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ABSTRACT
This paper details a multimodal practice of response and transmediation, called a Thought Chronicle, which I employ in my undergraduate work with preservice teachers. I position this intervention in relation to the theoretical discourses of multimodality, social semiotics, and psychoanalytic ideas of dreaming and play.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
David Lewkowich
David Lewkowich is an assistant professor in the Faculty of Education at the University of Alberta. His research interests include reading experience, comics and graphic novels, visual response, autobiographical inquiry, theories of memory and forgetting, teacher education, and psychoanalytic theories of teaching and learning.