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dc.contributor.authorKitson, Lisbethen_US
dc.contributor.editorSusanne Gannonen_US
dc.date.accessioned2017-04-24T08:26:04Z
dc.date.available2017-04-24T08:26:04Z
dc.date.issued2011en_US
dc.date.modified2012-06-06T21:56:18Z
dc.identifier.issn01552147en_US
dc.identifier.urihttp://hdl.handle.net/10072/45355
dc.description.abstractThe comprehension of multimodal texts is now a key concern with the release of the Australian National Curriculum for English (ACARA, 2010). However, the nature of multimodal texts, the diversity of readers in classrooms, and the complex technological environments through which multimodal texts are mediated, requires English teachers to reconsider how they may use multimodal texts to support reading comprehension. This paper presents a micro-analysis of one classroom event, where a Year Four teacher and her students read three texts from a Learning Object. The text was selected by the teacher for the purpose of exploring one key understanding of multiliterate practice; how texts have different meanings for different people. Field notes, transcripts from the video observation, and teacher reflection after the classroom event are analysed. The implications of teacher practice, as well as the consideration of multimodal resources as cultural artefacts that afford and constrain opportunities for student learning are discussed.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent428432 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Association for the Teaching of Englishen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aate.org.au/view_journal.php?id=49en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom76en_US
dc.relation.ispartofpageto86en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalEnglish in Australiaen_US
dc.relation.ispartofvolume46en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.subject.fieldofresearchcode130204en_US
dc.titleReconceptualising Understandings of Texts, Readers and Contexts: One English Teacher's Response to Using Multimodal Texts and Interactive Whiteboardsen_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.rights.copyrightCopyright remains with the author 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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