Continuity and change in literacy practices: A move towards multiliteracies

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Title Continuity and change in literacy practices: A move towards multiliteracies
Author Kitson, Lisbeth Ann; Fletcher, Margaret Anne; Kearney, Judith Frances
Journal Name Journal of Classroom Interaction
Editor H.Jerome Freiberg
Year Published 2007
Place of publication USA
Publisher College of Education, University of Houston
Abstract In this paper we present findings from an empirical study-in-progress that investigates how a teacher integrates technology, specifically an Interactive Whiteboard (IWB), to teach multiliterate practices when reading multi-modal texts. This research was a collaboration between a teacher and a team of university-based researchers as they used ethnographic action research to make visible the teacher's espoused and enacted beliefs as to what counts as multiliteracies in her classroom during the exploratory first phase of the inquiry. Social constructionism framed our theoretical orientation and our epistemological view of knowledge. Data based on observations, field notes, reflective journal entries, videotapes and cultural artifacts were analyzed from contrastive and holistic perspectives using micro-analytic techniques to interpret ways that meanings were negotiated when reading a multi-modal text on an IWB. Results reported indicate lack of congruence between the teacher's espoused and enacted beliefs, given that her practices focused mainly on traditional print-based modes of communication. These findings will inform the teacher's action in the next phase of the study where ethnographic action research methods will guide the teacher's planning in ways that will align her espoused and enacted beliefs about multiliteracies, multimodal texts and the use of the IWB in her classroom.
Peer Reviewed Yes
Published Yes
Volume 41/42
Issue Number 2/1
Page from 29
Page to 41
ISSN 0749-4025
Date Accessioned 2007-12-10
Date Available 2008-05-07T09:11:11Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Educational Technology and Media; Professional Development of Teachers
URI http://hdl.handle.net/10072/18453
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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