NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ962198
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0155-2147
Reconceptualising Understandings of Texts, Readers and Contexts: One English Teacher's Response to Using Multimodal Texts and Interactive Whiteboards
Kitson, Lisbeth
English in Australia, v46 n3 p76-86 2011
The comprehension of multimodal texts is now a key concern with the release of the Australian National Curriculum for English (ACARA, 2010). However, the nature of multimodal texts, the diversity of readers in classrooms, and the complex technological environments through which multimodal texts are mediated, requires English teachers to reconsider how they may use multimodal texts to support reading comprehension. This paper presents a micro-analysis of one classroom event, where a Year Four teacher and her students read three texts from a Learning Object. The text was selected by the teacher for the purpose of exploring one key understanding of multiliterate practice; how texts have different meanings for different people. Field notes, transcripts from the video observation, and teacher reflection after the classroom event are analysed. The implications of teacher practice, as well as the consideration of multimodal resources as cultural artefacts that afford and constrain opportunities for student learning are discussed. (Contains 5 figures and 1 table.)
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia