Elementary children's sense of audience related to their multimodal information writing was examined. Forty-six third graders' interviews about the books that they created at the end of a science unit were analyzed to understand children's conception of audience, the connection between their sense of audience and their composing process, and their notion of audience response to their finished books. Findings revealed that children had a multifaceted imagination of audience, that this imagination influenced their semiotic choices, and that they anticipated a range of response to their books from a particular audience group (third graders). Seven major dimensions of audience awareness were identified: (1) a sense of the "other," most of the time as a general, unidentified collective; (2) authors' self-positioning as the more knowledgeable participant who gives information in the author-audience relations; (3) choice of realism in representation; (4) considering the needs that audience may have when encountering their texts; (5) attempts to draw audience into their books; (6) interpersonal moves to meet audience; and, (7) anticipation of a range of (third grade) audience's response--content-related response, format-related response, affective response, intertextual response, and interpersonal response. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]