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dc.contributor.authorKitson, Lisbeth
dc.contributor.editorSusanne Gannon
dc.date.accessioned2017-05-03T11:32:00Z
dc.date.available2017-05-03T11:32:00Z
dc.date.issued2011
dc.date.modified2012-06-06T21:56:18Z
dc.identifier.issn01552147
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent428432 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association for the Teaching of English
dc.publisher.placeAustralia
dc.publisher.urihttps://search.informit.org/toc/l_engaus/46/3
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom76
dc.relation.ispartofpageto86
dc.relation.ispartofissue3
dc.relation.ispartofjournalEnglish in Australia
dc.relation.ispartofvolume46
dc.rights.retentionY
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchLanguage Studies
dc.subject.fieldofresearchcode130204
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode2003
dc.titleReconceptualising Understandings of Texts, Readers and Contexts: One English Teacher's Response to Using Multimodal Texts and Interactive Whiteboards
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 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.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorKitson, Lisbeth A.


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