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Strangely familiar: teacher-researchers rethinking literacy pedagogies in digital environments

journal contribution
posted on 2016-01-01, 00:00 authored by Kirsten Hutchison, Louise PaatschLouise Paatsch, Anne CloonanAnne Cloonan
This article reports on a collaborative project between middle school teachers and university researchers exploring the impact of a one to one netbook program on literacy teaching and learning at one Australian primary school. Following the traditions of ethnographic classroom research and practitioner research in literacy, we describe and analyse the evolution of teacher knowledge and understandings informing the processes of reshaping print based literacy pedagogies and practices within digital learning environments. The study sought to explore the possibilities of one-to-one computing through an investigation of the affordances of digital literacy pedagogies within an open plan learning environment. We focus on the richness of ethnographic tools, in particular visual ethnographic methods, for "making the familiar strange" and identify contexts supporting the emergence of innovative digital literacy pedagogies and powerful professional learning in primary classrooms. Drawing on surveys, interviews and conversations with teachers and students and classroom observations, we suggest that dialogues between teachers and researchers provide a forum for co-construction of insights into innovative digital literacy pedagogies and offer rich learning opportunities for students, teachers and researchers.

History

Journal

International journal of literacies

Volume

23

Issue

1

Pagination

11 - 29

Publisher

Common ground publishing

Location

Champaign, IL.

ISSN

2327-266X

eISSN

2327-0136

Language

eng

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2015, Common Ground Publishing

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