This article draws on outcomes of a study which explored changes in teachers’ literacy pedagogies as a result of their participation in a collaborative teacher professional learning project. The educational usability of schemas drawn from multiliteracies and Learning by Design theory is illustrated through a case study of a teacher’s work on website exploration and design with 8- to 11-year-olds. The teacher sought to develop pedagogical responses which were cognisant of multimodal shifts resulting from an increasingly digitised, networked communications environment. Engagement with the schemas influenced the teacher’s print-based literacy pedagogies to incorporate multimodal literacy practices.
Field of Research
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact email@example.com.