Scaffolding multimodal literacies: Learning in and out of the classroom
Dooley, Karen (2015) Scaffolding multimodal literacies: Learning in and out of the classroom. In Hammond, Jennifer & Miller, Jennifer (Eds.) Classrooms of possibility: supporting at-risk EAL students. PETAA, Newtown, NSW, pp. 94-108.
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This chapter presents data produced by a research project that looked at pedagogy for print and digital literacies in a high poverty, high diversity primary school. The student population included refugee, immigrant and Aboriginal and Torres Strait Islander young people. In an environment in which schools, such as the study site, are under pressure to narrow the curriculum to ‘the basics’, the project sought to support teachers as they worked to create a rich curriculum for all students. The chapter will focus on pedagogy in an after-school media club. The aim of the club, which ran weekly for several years, was to build students’ media literacy skills. The data suggest that established ways of scaffolding linguistic texts cannot be simply transferred to multimodal text production. The chapter will also address implications from the research outcomes for other teachers working with At Risk EAL students.
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|Item Type:||Book Chapter|
|Keywords:||refugee education, EAL/ESL, digital literacy, media club, afterschool program|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 PETAA|
|Deposited On:||26 Jan 2015 23:57|
|Last Modified:||29 Oct 2015 04:09|
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