Albright, James; Purohit, Kiran D. and Walsh, Christopher S.
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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1080/15544800701341491|
|Google Scholar:||Look up in Google Scholar|
Although multiliteracies have been well theorised in recent years, few studies have researched the practical aspects of developing a curriculum of multiliteracies. This article examines multiliteracies as a crossdisciplinary curriculum practice, drawing on data from a 3-year study in an urban middle school. The data showpossibilities for students to engage in critique and to move toward designing multimodal texts. Using Bourdieusian concepts of social capital and academic field, we explore the struggles around learning to inhabit certain school discourses.
|Item Type:||Journal Article|
|Copyright Holders:||2006 Lawrence Erlbaum Associates, Inc.|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Christopher Walsh|
|Date Deposited:||20 Jan 2010 16:46|
|Last Modified:||04 Oct 2016 23:31|
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