Inviting Young Korean Children’s YouTube Culture into Early Childhood Classrooms: Exploring Children’s Multiliteracies and Carrie and Toys YouTube Videos

다국어 초록 (Multilingual Abstract)

Young children’s YouTube culture has not been welcomed in many early childhood education settings because digital popular culture is considered to be far removed from formal education. This study reconsiders this passive perspective and suggests a concept of multiliteracies as a new perspective through which to grasp and apply children’s YouTube culture in classroom settings. I focused on the Carrie and Toys unboxing videos, one of the most popular YouTube series in South Korea. Six young Korean children conducted a video production activity that introduced their favorite toy by imitating Carrie. As active social knowledge producers and communicators, children engaged their emerging social knowledge and skills via creative multimodal expressions. Also, as active social participants and cultural meaning makers, they performed multiple social and cultural roles and produced their own meanings through digital YouTube-style videos. This study suggests that young children’s digital popular culture could be a site of hybrid multimodal learning and an affinity space for interacting with digital technology, peers, teachers, materials, and local cultures.

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