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Re-envisioning teacher education in the new media age: multiliteracies, multimodality and internet communication technologies

Walsh, Christopher and Albright, James 2006, Re-envisioning teacher education in the new media age: multiliteracies, multimodality and internet communication technologies, in ATEA 2006: Making teaching public: reforms in teacher education - proceedings of the 2006 Australian Teacher Education Association National Conference, Australian Teacher Education Association, Perth, W.A., pp. 389-398.

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Title Re-envisioning teacher education in the new media age: multiliteracies, multimodality and internet communication technologies
Author(s) Walsh, Christopher
Albright, James
Conference name Australian Teacher Education Association. Conference (2006: Fremantle, W.A.)
Conference location Fremantle, Western Australia
Conference dates 5 - 8 July 2006
Title of proceedings ATEA 2006: Making teaching public: reforms in teacher education - proceedings of the 2006 Australian Teacher Education Association National Conference
Editor(s) Gray, J.
Publication date 2006
Conference series Australian Teacher Education Association Conference
Start page 389
End page 398
Publisher Australian Teacher Education Association
Place of publication Perth, W.A.
Summary Multiliteracies pedagogy and research (New London Group, 1996) addresses the range of literacies needed by diverse students to effectively negotiate the increasing multimodality of texts, both inside and outside of schools. Yet, few university teachers understand how youth are able to express themselves, their experiences and lives, in new, empowering and perception-shifting ways as designers in the 21st century. Several theorists (Bruce, 2000; Lemke, 1998; Luke, 2000; Bolter, 1998; Glister, 1997) argue literacy education must be reconceptualised to recognize the importance of teaching and supporting multimedia literacy in a world where internet communication technologies (ICTs) incorporate all semiotic resources. Expression through multiple media and more recently hypermedia—is common to youth—but has often been demonized by historically logocentric approaches to teaching and assessment by privileging print, over all other forms of expression (Albright & Walsh, 2003; Lemke, 1998; McCloud, 1993). As digital media becomes more pervasive in a post-typographic world, tertiary education will need to engage with its representational resources for acquiring traditional school literacy and knowledge. This paper reports on initiatives in Multiliteracies instruction for both pre-service and in-service teachers to more adequately attend to the multisemiotic landscapes of students’ changing worlds in New Times (Hall, 1996).
ISBN 0977568504
9780977568505
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2006, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005925

Document type: Conference Paper
Collection: School of Education
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