To what extent are teachers well prepared to teach multimodal authoring?

Journal article


Chandler, Paul. (2017). To what extent are teachers well prepared to teach multimodal authoring? Teacher Education and Development. 4, pp. 1 - 19. https://doi.org/10.1080/2331186X.2016.1266820
AuthorsChandler, Paul
Abstract

This study reports on the responses to a survey of 55 upper primary school teachers, conducted prior to their classes engaging in a substantial unit of work in multimodal composition. The survey was designed to ascertain the extent to which the teachers were already familiar with, and had already embedded in their teaching, a metalanguage of multimodal composition. The project from which the data was drawn and its underlying theoretical perspective are described. While the teachers’ overall attention to a relevant metalanguage is identified as quite low, it is the differential attention that is paid to the more general elements of text construction practices, together with the prior professional learning associated with this material, which raises concerns about preparedness for multimodal authoring teaching more generally. Schools, school systems and teachers themselves are advised to take urgent and systemic action to ensure the satisfactory implementation of multimodal authoring as literacy practice. Recommendations for further research are presented.

Keywordsnew media literacy; pedagogy; elementary education; teacher knowledge
Year2017
JournalTeacher Education and Development
Journal citation4, pp. 1 - 19
ISSN2331-186X
Digital Object Identifier (DOI)https://doi.org/10.1080/2331186X.2016.1266820
Open accessOpen access
Page range1 - 19
Research GroupSchool of Education
Publisher's version
EditorsJ.C.K. Lee
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https://acuresearchbank.acu.edu.au/item/89x36/to-what-extent-are-teachers-well-prepared-to-teach-multimodal-authoring

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