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dc.contributor.authorKitson, Lisbethen_US
dc.contributor.authorFletcher, Margareten_US
dc.contributor.authorKearney, Judithen_US
dc.contributor.editorH.Jerome Freibergen_US
dc.date.accessioned2017-05-03T12:01:07Z
dc.date.available2017-05-03T12:01:07Z
dc.date.issued2007en_US
dc.date.modified2008-05-07T09:11:11Z
dc.identifier.issn07494025en_US
dc.identifier.urihttp://hdl.handle.net/10072/18453
dc.description.abstractIn this paper we present findings from an empirical study-in-progress that investigates how a teacher integrates technology, specifically an Interactive Whiteboard (IWB), to teach multiliterate practices when reading multi-modal texts. This research was a collaboration between a teacher and a team of university-based researchers as they used ethnographic action research to make visible the teacher's espoused and enacted beliefs as to what counts as multiliteracies in her classroom during the exploratory first phase of the inquiry. Social constructionism framed our theoretical orientation and our epistemological view of knowledge. Data based on observations, field notes, reflective journal entries, videotapes and cultural artifacts were analyzed from contrastive and holistic perspectives using micro-analytic techniques to interpret ways that meanings were negotiated when reading a multi-modal text on an IWB. Results reported indicate lack of congruence between the teacher's espoused and enacted beliefs, given that her practices focused mainly on traditional print-based modes of communication. These findings will inform the teacher's action in the next phase of the study where ethnographic action research methods will guide the teacher's planning in ways that will align her espoused and enacted beliefs about multiliteracies, multimodal texts and the use of the IWB in her classroom.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherCollege of Education, University of Houstonen_US
dc.publisher.placeUSAen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom29en_US
dc.relation.ispartofpageto41en_US
dc.relation.ispartofissue2/1en_US
dc.relation.ispartofjournalJournal of Classroom Interactionen_US
dc.relation.ispartofvolume41/42en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330107en_US
dc.subject.fieldofresearchcode330399en_US
dc.titleContinuity and change in literacy practices: A move towards multiliteraciesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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