Assessing Multiliteracies and the New Basics

Kalantzis, Mary; Cope, Bill; Harvey, Andrew

doi:10.1080/09695940301692

Cited by 100 publications

(83 citation statements)

References 6 publications

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“…The employments of digital technologies in classrooms are recurrently referred to in favourable terms, but there are also more sceptical views on how much technologies actually change practices. The more promising voices indicate results of increasing motivation (e.g., Papastergion, 2009;Uschioda, 2011;Yang & Wu, 2012), more personalized learning, and variations in teaching methods (e.g., Buckingham, 2013;Collins & Halverson, 2009;Kalantzis, Cope, & Harvey, 2010). While researchers that formulate a more sceptical view argue that above all it is important to realize that due to the complex practice of schooling, the use of technologies does not automatically imply development in a more fundamental sense (Andersson et.…”

Section: Previous Researchmentioning

confidence: 99%

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Molin

Lantz-Andersson

2016

JITE:Research

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Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in sociocultural theories of learning and focuses on the structuring resources utilized by students, namely the notion of multiple ongoing activities and the ways in which specific resources take precedence in shaping these activities. One class of 13-14 year-old students was studied for a week across several subjects through video-recordings and observations. The findings imply that the students moved among vast array of reading practices. However, the main structuring resource is a strong focus on task-solving and the practice of schooling, which mainly builds on principles emanating from traditional text. It is only occasionally that structuring resources that also include the opportunities associated with digital technology are utilized. This indicates the importance of further studies on how educational practices could be organized to scaffold the basis of traditional reading comprehension as well as other approaches required in digital environments.

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Section: Previous Researchmentioning

confidence: 99%

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Molin

Lantz-Andersson

2016

JITE:Research

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“…This logic would suggest new curricular priorities or 'new basics' as demanded by the changing nature of work (Kalantzis, Cope & Harvey, 2003), and more conscious effort to disrupt traditional curricular settlements (Morgan, 2011;Foundation for Young Australians, n.d.) in line with the new economic conditions. In the absence or demise of such curricular innovation (Lingard & McGregor, 2014), this policy explanation could be critiqued for having failed to recognise the increasingly uncertain and precarious nature of work available to school leavers, or to reimagine the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Edufare for the future precariat: the moral agenda in Australia’s ‘earning or learning’ policy

Doherty

2016

Journal of Education Policy

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Abstract:This paper considers the educational experience constructed under Australia's policy decision to extend compulsory education by requiring that students must be 'earning or learning' till 17 years of age (Council of Australian Governments, 2009). The discussion draws on an empirical project that explored the moral order operating in classrooms for students retained under this policy in non-academic pathways in high schools and Technical and Further Education (TAFE) colleges across three towns experiencing youth employment stress. It asks how the policy regulating these students' prolonged engagement with formal education plays out in classroom interactions, to what end and to whose benefit. A theoretical lens informed by work by Standing and Wacquant is used to understand the contemporary moment, and work by Durkheim and Bernstein unpacks the moral work implicated in classroom interactions. The analysis describes the light curriculum and the heavy compliance demanded in these 'edufare' programs then argues that in essence the policy seeks to manage the social risk posed by the future precariat. The conclusion reflects on whether this is an adequate policy response to broad generational changes in fortunes and prospects to which education may not have the answers.

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“…Having theoretical knowledge of pedagogy is insufficient for effective teaching. It has been documented for many years that there is a disparity between theory and practice in teacher education and student teachers experienced reality shock and complained about the limited relevance of teacher education to real teaching at schools (Allen, 2009;Barone, Berliner, Blanchard, Casanova, & McGowan, 1996;Cochran-Smith, 2005;Kalantzis, Cope, & Harvey, 2003;Korthagen, Loughran & Russell 2006;Louden et al, 2005;Neville, Sherman, & Cohen, 2005;Sandlin, Young, & Karge, 1992;Veenman, 1984). How to help teachers to put theory into practice has become a major concern of teacher educators.…”

Section: Introductionmentioning

confidence: 99%

Contextualizing Generic Pedagogical Knowledge through Tension-focused Reflection: A Self-study

Zhu

2016

AJTE

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Assessing Multiliteracies and the New Basics

Cited by 100 publications

References 6 publications

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Edufare for the future precariat: the moral agenda in Australia’s ‘earning or learning’ policy

Contextualizing Generic Pedagogical Knowledge through Tension-focused Reflection: A Self-study

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