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Full-Text Articles in Education
Multimodal Literacy Learning Opportunities In One Grade Six Classroom: Possibilities And Constraints, Terry S. Loerts
Multimodal Literacy Learning Opportunities In One Grade Six Classroom: Possibilities And Constraints, Terry S. Loerts
Electronic Thesis and Dissertation Repository
The goal of this qualitative case study was to provide insights into the place of multimodal literacy learning opportunities in the classroom literacy curriculum in a junior level context that is under-represented in the research literature, to ascertain the possibilities and constraints for multimodal literacy learning opportunities therein, and to document the students’ literacy practices within these opportunities. To achieve these ends, the study explored the multimodal literacy learning opportunities that were afforded by a grade six classroom curriculum within Ontario, Canada. Specifically, the study asked: What, if any multimodal literacy learning opportunities does a grade six classroom curriculum afford? …
Out Of Alignment: Managing Literacy Assessment Work In The Primary Classroom, Holly Carol Parkinson
Out Of Alignment: Managing Literacy Assessment Work In The Primary Classroom, Holly Carol Parkinson
Electronic Thesis and Dissertation Repository
This thesis presents findings that were investigated using Institutional Ethnography (IE) into teachers’ accountability work in four Ontario primary classrooms. Informed by the writing of Dorothy E. Smith (1987, 2005, 2006), my thesis documented and analyzed curriculum work using IE strategy to explore the social relations organizing the teachers’ accountability work. Specifically my study asked: What work do primary teachers carry out as they engage in literacy assessments? How are literacy assessments implicated in the coordination of teachers’ curriculum work? How is this work coordinating and being coordinated with the work of students, administrators and policy makers at local, national …
Reflecting On Multimodal Pedagogy: An Autoethnographic Narrative Of The Inclusion Of Art Across The Elementary Classroom Curriculum, Jessica S. Taylor Charland
Reflecting On Multimodal Pedagogy: An Autoethnographic Narrative Of The Inclusion Of Art Across The Elementary Classroom Curriculum, Jessica S. Taylor Charland
Electronic Thesis and Dissertation Repository
This thesis explores the inclusion of art and visual modes of literacy across the elementary classroom curriculum in Ontario. Positioned within social semiotics, multimodal literacy and multimodal pedagogy, it situates art as a literacy practice. I use autoethnographic narratives to share stories of classroom experiences teaching multimodal literacy, and reflect on the following questions: What were my experiences using art as a multimodal literacy? What resources enabled or constrained the enactment of multimodal pedagogy in my practice? and What were the affordances and limitations of the modes and multimodal pedagogies for my students and for myself as a teacher? Reflections …
Reconceiving International Education: Theorizing Limits And Possibilities For Transcultural Learning, Paul Tarc, Aparna Mishra-Tarc, Nicholas Ng-A-Fook, Roopa Desai Trilokekar
Reconceiving International Education: Theorizing Limits And Possibilities For Transcultural Learning, Paul Tarc, Aparna Mishra-Tarc, Nicholas Ng-A-Fook, Roopa Desai Trilokekar
Comparative and International Education / Éducation Comparée et Internationale
This multi-voiced paper explores the micro-level dimensions of human learning and becoming from transcultural encounters, lessons and/or curriculum under heightened transnationalism. It posits that mainstream approaches to conceptualizing the ‘education’ of international education lack sufficient theorization of difference, sociality, history and learning in trans-local spaces and suggests that there are expanding networks of transcultural engagements to be examined under the umbrella of international education. To explore this reconceived pedagogical landscape of international education three specific cases are presented: an auto-ethnographic reflection on coming into and making sense of one’s international experience, a conceptual framing of internationalizing preservice education curriculum and …