Cartographies of voice: Children’s multimodal literacies, agency, and identity in public pedagogy
Bibliographic record
Abstract
This study explores how mapmaking, as an arts-based and culturally responsive pedagogical practice, supports young children’s voice, agency, and identity construction within classroom and public gallery contexts. We focus on 22 children (ages 6–7) in the early years of primary school, situated within the early childhood education life phase, whose multimodal mapping activities culminated in a curated exhibition at The Rooms —Newfoundland and Labrador’s provincial art gallery. Data included video transcripts of children’s narrative map sharing, teacher interviews, and field observations. Using reflexive thematic analysis informed by sociomaterial and multimodal literacy frameworks, we found that children’s maps functioned as cultural texts, expressing personal geographies through images, spatial arrangement, gesture and narration. Public exhibition recontextualized these artifacts as civic texts, validating children’s knowledge and affirming cultural identities—particularly for newcomer families. This study contributes to early childhood literacies and public pedagogy scholarship, illustrating how gallery curation can foster cultural affirmation, relational pedagogy, and civic participation within early education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".