| Summary: | This article examines children’s multimodal literacy practices in an indigenous Sámi language classroom in Northern Finland, with a speci$ c focus on multimodal picture books designed by the pupils. The position of the Sámi languages in people’s linguistic repertoires has changed dramatically during the past 60 years as they have turned into endangered languages with only few speakers. Consequently, there is very little printed material available and therefore few established literacy practices. By using the term literacy practices we mean here both the text that is produced as well as the values and attitudes rooted in the culture and histories of communities. The data consist of picture books made by Sámi children and ethnographic data, including observation and discussion with the children and teachers. In the discourse analytic analysis, three di' erent but interrelated orientations – and thus three different literacy practices – to the making of the books were found. peerReviewed
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