How students in the secondary years engage with the literacy demands of curricular online environments.

Abstract

In this paper we present work-in-progress on an ARC-funded five-year study (2003-2007) of the literacy demands students face as they use and create curricular knowledges in online environments. First, we introduce the study in terms of its purposes, outlining the range of data types and methodologies chosen to address the key enquiries. Then we address the application of an online screen tracking tool, discussing some of the challenges associated with coding and analyses when working with screen-by-screen data. Finally, we raise some key questions for the assessment of students' repertoires of multimodal literate capabilities.