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Developing multiliteracies in a technology-mediated environment

Journal Article


Abstract


  • Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today's learner is expected to be multiliterate - able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered.

Publication Date


  • 2013

Citation


  • Cooper, N. A., Lockyer, L. & Brown, I. M. (2013). Developing multiliteracies in a technology-mediated environment. Educational Media International, 50 (2), 93-107.

Scopus Eid


  • 2-s2.0-84878598654

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/324

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 93

End Page


  • 107

Volume


  • 50

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today's learner is expected to be multiliterate - able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered.

Publication Date


  • 2013

Citation


  • Cooper, N. A., Lockyer, L. & Brown, I. M. (2013). Developing multiliteracies in a technology-mediated environment. Educational Media International, 50 (2), 93-107.

Scopus Eid


  • 2-s2.0-84878598654

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/324

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 93

End Page


  • 107

Volume


  • 50

Issue


  • 2

Place Of Publication


  • United Kingdom