Video production: a multimodal practice to foster links between school and out of school literacies
In this article we examine two literacy projects that facilitated linkages among spheres of activity at school, in families and in communities. The first project focused on an international exchange of videos produced by bilingual and multilingual learners at primary and secondary levels. The second project involved the creation of documentary videos by English language learners in primary school. According to the theoretical framework underlying these two projects, video production is seen as a form of multimodal literacy that mobilizes multiple forms of expression and resources in multilingual repertoires. We provide a narrative interpretation of interactions between children and technology, and the links they made among learning experiences in different domains of their lives. We also attend to material conditions and institutional discourses to identify how they impact on the inclusion of multimodal literacies at school.