Education Commons^™

A Pedagogy Of Multiliteracies Into Practice: A Case Study In One Grade One Literacy Classroom, Xing Meng Ms.

Electronic Thesis and Dissertation Repository

With the rise of technology, literacy concepts in the 21^st century have challenged traditional literacy practices that have relied primarily on print media. Recent research has alerted early-years educators to the new understandings and significance of multiliteracies. These new understandings will better prepare classroom practices that purposefully design learning opportunities to accommodate diverse young learners in an era of evolving education.

This qualitative case study responds to these imperatives by showcasing a lived story of a grade one teacher who has implemented multiliteracies pedagogy in her classroom. Multiliteracies pedagogy has facilitated her effort in creating meaningful learning opportunities for …

Chinese International Students' Informal Second Language (L2) Learning Through Technology For Enhancing Lived Experiences In Canada, Xuewei Zhou

Electronic Thesis and Dissertation Repository

An increasing amount of attention has been drawn to international students’ academic development in the context of studying abroad; however, few studies shed light on students’ studying and lived experiences outside of school. This thesis explores how technology can enhance Chinese international students’ informal acquisition of second language (L2) and their lived experiences in Canada. Through a qualitative case study, I describe what language difficulties newly arrived Chinese international students encounter, and how they cope with those language difficulties through technology-assisted informal L2 learning. Data sources include in-depth interviews and follow-up interviews, participants’ personal narratives, and researchers’ reflective journals. Theories …

Assessment Narratives: The Affordances Of Video Inquiry For Formative Assessment Of Multiliteracies, Mary C. Ott

Electronic Thesis and Dissertation Repository

This case study investigating primary teachers’ use of video as a multimodal tool for formative assessment of multiliteracies demonstrates a need for a more nuanced understanding of formative assessment practices. The study asked: What stories do teachers tell about student achievement when they examine multimodal (video) evidence of students at work? And, in what ways might they use this information formatively? The data sources for the study were video clips teachers provided of students at work on routine multiliteracy activities, and interviews with the teachers framed by viewing the videos together. The resulting narratives were analyzed thematically, drawing on sociocultural …