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ERIC Number: ED563586
Record Type: Non-Journal
Publication Date: 2013
Pages: 96
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-4255-8
New Literacies and Pedagogical Migration: Exploring Impacts of New Literacies on Instruction and Learning in High School Content Classrooms
Mooney, Melody Anne
ProQuest LLC, Ed.S. Dissertation, Arkansas State University
The purpose of this study is to examine the impacts of integrating new literacies practices into high school curriculum content classrooms. This study examined data collected through observations and semi-structured interviews conducted with four high school content curriculum teachers. Analysis of the data resulted in essential findings emerging across all four classrooms, suggesting that new literacies practices in the classroom have an impact on both students' and teachers' classroom practices. Implications of the study suggested that students appear to have greater leverage in making deeper learning connections when they are engaged with new literacies practices in the classroom. Furthermore, teachers appeared to migrate between pedagogical models of teaching and learning with transitional ease. A key implication of this study is the need for further research focused on what leads teachers to adopt effective technology and new literacies practices in the content classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A