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Re-envisioning literacy instruction with adolescents: multiliteracies, multimodality and new technologies

Walsh, Christopher 2006, Re-envisioning literacy instruction with adolescents: multiliteracies, multimodality and new technologies, in Voices, vibes and visions: hearing the voices, feeling the vibes, capturing the visions - proceedings of the AATE/ALEA national conference 2006, Charles Darwin University, Darwin, N.T., pp. 1-19.

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Title Re-envisioning literacy instruction with adolescents: multiliteracies, multimodality and new technologies
Author(s) Walsh, Christopher
Conference name Re-envisioning literacy instruction with adolescents: multiliteracies, multimodality and new technologies (2006 : Darwin, NT)
Conference location Darwin
Conference dates 8 - 11 July 2006
Title of proceedings Voices, vibes and visions: hearing the voices, feeling the vibes, capturing the visions - proceedings of the AATE/ALEA national conference 2006
Editor(s) Rennie, J.
Publication date 2006
Conference series Australian Association for the Teaching of English and Australian Literacy Educators Association Conference
Start page 1
End page 19
Publisher Charles Darwin University
Place of publication Darwin, N.T.
Summary Engaging students' lifeworlds and the concerns of their communities in globalised, semiotic and information societies is imperative in New Times. As youth continue to exhibit their proficiency with new literacies emerging from Internet communication technologies (leTs), education-particularly curriculum and instruction-remains largely focused around monomodal, print-only literacy practices, often ignoring students' hybrid multiple voices. This paper reports on two curricular interruptions to the progressive reading and writing workshop that acknowledged adolescents' engagement with digital technologies and their new multimodalliteracy practices in a year eight public classroom within a small urban academy of technology.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005918

Document type: Conference Paper
Collection: School of Education
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