Albright, James and Walsh, Christopher
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
This study builds on and contributes to work around Multiliteracies approaches to literacy education. Although multiliteracies has been well theorised in recent years, few studies have researched the practical aspects of developing a curriculum of multiliteracies where students engage in transformed practice through multimodal design. The data contributes to the field of literacy research in describing how students move beyond engaging in critique to the multimodal design of a variety of school and media texts. Employing Bourdieusian concepts of social capital and academic field, the struggles around learning to inhabit certain school discourses are explored.
|Item Type:||Conference Item|
|Copyright Holders:||2010 The Author(s)|
|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:||14 Nov 2011 09:32|
|Last Modified:||04 Aug 2016 01:44|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.