NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1105238
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1081-3004
Complicating Understandings of Students' Multiliterate Practices with Practitioner Inquiry
Sandretto, Susan; Tilson, Jane
Journal of Adolescent & Adult Literacy, v60 n1 p63-70 Jul-Aug 2016
This article presents findings from a research project into multiliteracies pedagogy in Aotearoa New Zealand. In one phase of the multilayered project, participating teachers conducted an investigation of the in- and out-of-school literacy practices of one of their students using an ethnographic approach. In this article, the authors share themes that the teachers identified after reflecting on the practitioner inquiries to critically consider the question, How can practitioner inquiry into the multiliterate practices of one student complicate understandings of literacy? The rich, co-constructed portraits of students' multiliterate practices challenged (mis)conceptions about the role of traditional literacies and the assumption that all students are digital natives, complicated understandings of literacy, illustrated the potential to deficit theorize nontraditional literacy practices, and illuminated implications for literacy pedagogy. The authors argue that when shared, practitioner inquiry is a powerful means to challenge assumptions and extend our understandings of literacy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A