Year: 2014
Type: dissertation
Abstract: The purpose of this research was to investigate the extent to which junior level literacy teachers enacted a pedagogy of multiliteracies in their classroom program. This qualitative study employed semi-structured interviews to investigate participants' perceptions and implementation of multiliteracies theory. The researcher also assumed the role of a participant using self-study research methodology, recording personal reflections from her experiences as a Grade 4 literacy teacher over a one-year period in addition to responding to the interview questions. Findings emerged in five areas. First, the participants demonstrated broad conceptualizations of literacy that aligned with the principles and components of multiliteracies theory. Secondly, the data revealed the use of cross-curricular integration, allowing these teachers to provide literacy instruction across the various subject areas. Third, there was a strong presence of digital literacies, highlighting both positive outcomes of technology use and many obstacles that the participants worked to overcome. The fourth theme presents transformed practice activities that occurred through in-class activities and small group initiatives running parallel to participants' literacy programs. Finally, participants' current use of supports versus desired supports for their literacy programs are discussed. Based on the findings, implications and recommendations are provided for supporting teachers, teacher education programs, and future research.
Source: TSpace (University of Toronto)
Author: Tiffany MacKay
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funders: Strong, University of Wollongong
OpenAlex ID: W2729957998