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Technologies in literacy learning : a case study
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.
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E-learning and digital mediaVolume
7Issue
3Pagination
248 - 257Publisher
Symposium JournalsLocation
Oxford, EnglandPublisher DOI
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ISSN
2042-7530Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2010, Symposium JournalsUsage metrics
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