Reconceptualising Understandings of Texts, Readers and Contexts: One English Teacher’s Response to Using Multimodal Texts and Interactive Whiteboards

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Title Reconceptualising Understandings of Texts, Readers and Contexts: One English Teacher’s Response to Using Multimodal Texts and Interactive Whiteboards
Author Kitson, Lisbeth Ann
Journal Name English in Australia
Editor Susanne Gannon
Year Published 2011
Place of publication Australia
Publisher Australian Association for the Teaching of English
Abstract The comprehension of multimodal texts is now a key concern with the release of the Australian National Curriculum for English (ACARA, 2010). However, the nature of multimodal texts, the diversity of readers in classrooms, and the complex technological environments through which multimodal texts are mediated, requires English teachers to reconsider how they may use multimodal texts to support reading comprehension. This paper presents a micro-analysis of one classroom event, where a Year Four teacher and her students read three texts from a Learning Object. The text was selected by the teacher for the purpose of exploring one key understanding of multiliterate practice; how texts have different meanings for different people. Field notes, transcripts from the video observation, and teacher reflection after the classroom event are analysed. The implications of teacher practice, as well as the consideration of multimodal resources as cultural artefacts that afford and constrain opportunities for student learning are discussed.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.aate.org.au/view_journal.php?id=49
Copyright Statement Copyright remains with the author 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author.
Volume 46
Issue Number 3
Page from 76
Page to 86
ISSN 0155-2147
Date Accessioned 2012-02-24
Date Available 2012-06-06T21:56:18Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
URI http://hdl.handle.net/10072/45355
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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