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ERIC Number: EJ1069530
Record Type: Journal
Publication Date: 2015-Jul
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0313-5373
Conceptual and Contextual Contradictions: How a Group of Primary School Teachers Negotiated Professional Learning in a Multiliteracies Book Club
Gardiner, Veronica; Cumming-Potvin, Wendy
Australian Journal of Teacher Education, v40 n7 Article 2 Jul 2015
The need to diversify digital communications for a global twenty-first century has prompted many theorists to reimagine literacy teaching and learning. Although the new Australian curriculum acknowledges multimodality and multimodal texts, professional learning continues to privilege print-focused literacy. Utilizing a multiliteracies' and community of practice framework, this study scaffolded seven primary school teachers in critical and collaborative professional learning. A case study explored the teachers' evolving perspectives and knowledge work during monthly meetings in a multiliteracies book club. Drawing on a qualitative approach, this paper focuses on how the teachers, who were based in regional Western Australia, problematized conceptual and contextual issues. More broadly, the discussion highlights how the teachers perceived and (re)negotiated contradictory constructions of literacy and professional learning. Findings suggest that generating scaffolded spaces for-and-with teachers is important for innovation in professional literacy learning.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A