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dc.contributor.authorUnsworth, Lenen_US
dc.date.accessioned2017-05-03T11:40:46Z
dc.date.available2017-05-03T11:40:46Z
dc.date.issued2008en_US
dc.date.modified2013-02-18T23:11:12Z
dc.identifier.issn09500782en_US
dc.identifier.doi10.2167/le726.0en_US
dc.identifier.urihttp://hdl.handle.net/10072/49162
dc.description.abstractThe impact of information and communication technologies (ICTs) is changing the nature of literary narratives for children and the contexts inwhich they experience and respond to such narratives outside of school contexts. However, in the main, teachers do not feel confident or comfortable in the world of digital multimedia. Children's literature can bridge this intergenerational digital divide in the English classroom. This paper introduces frameworks that may assist teachers in negotiating curricular and pedagogic approaches with childrenusing digital resources fordeveloping literary understanding and literacy learning.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom62en_US
dc.relation.ispartofpageto75en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalLanguage and Educationen_US
dc.relation.ispartofvolume22en_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.titleMultiliteracies, E-literature and English Teachingen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text
gro.griffith.authorUnsworth, Len


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