ERIC Number: EJ719861
Record Type: Journal
Publication Date: 2005
Reference Count: 16
Writing Postmodern Fairly Tales at Main Street School: Digital Narratives and Evolving Transliteracies
McGill Journal of Education, v40 n1 p109-119 Win 2005
At an elementary school in inner city Toronto, I am working with the principal, a kernel group of primary teachers, and the school's technician to develop children's digital literacies. Main Street School is dedicated to the pursuit of social equity for its population of grade K-5 students who are characterized by high multiculturalism and low income. The school achieves this goal through the promotion of digital learning. Our project experimentally writes the children of Main Street School into dynamic postmodern digital versions of traditional European fairy tales, and showcases the evolving transliteracies children are navigating in the pursuit of emergent literacy.
Descriptors: Cultural Pluralism, Urban Areas, Low Income, Foreign Countries, Fairy Tales, Writing (Composition), Educational Technology, Equal Education, English (Second Language), Literacy Education
The McGill Journal of Education, Education Building, 3700 McTavish Street, Room 345, Montreal, Quebec, H3A 1Y2. Tel: 514-398-4246.
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)