Results 41 to 50 of about 191 (162)

“I Want Others to Know:” Digital Storytelling as Participatory Multiliteracies Pedagogy for Refugee Adults

Journal of Adolescent &Adult Literacy, Volume 70, Issue 2, September/October 2026.
ABSTRACT Shifting policies and increased polarization around immigration underscore the need for classroom practices that foster inclusion and resilience, enabling learners to navigate complex sociopolitical landscapes in a new language. Participatory action research has long been understood as a form of adult learning, and participatory arts‐based ...
Melissa Hauber‐Özer, Kelly Leavitt, Reese Betts   +2 more
wiley   +1 more source

Multiliteracies in Action at the Art Museum

L2 Journal, 2018
This paper presents a narrative account of teaching-researching-learning processes in practice, in the context of a language teacher development program at the Louvre Museum in Paris, France. Approaching L2 literacies as the interplay of intersubjective,
Christelle J. L. Palpacuer Lee
doaj  

Beyond the Observable

Language and Literacy: A Canadian Educational e-journal
This research focuses on one teacher’s lived experience as he contributes towards a broader understanding of possibilities and constraints afforded by technologies, materials, and relationality during this recent shift in pandemic pedagogy. The pandemic
Terry Loerts, Carol Doyle-Jones
doaj   +1 more source

Using Cellphilms to Promote Translanguaging and Critical Digital Literacies in Teacher Education

Journal of Adolescent &Adult Literacy, Volume 70, Issue 2, September/October 2026.
ABSTRACT Teacher education in increasingly digital, multimodal, and AI‐mediated contexts must prepare pre‐service teachers (PSTs) to critically engage with technology, language, and identity. This article explores the use of cellphilms—short, participant‐created mobile videos—as a pedagogical approach for developing translanguaging‐oriented critical ...
Jennifer Burton, Aya Ceilidh Halliday
wiley   +1 more source

A pedagogy of multiliteracies: Young children and multimodal learning with tablets [PDF]

British Journal of Educational Technology, 2018
Abstract The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4–8 years of age in Australia. The children were from low socio‐economic schools in one Australian state.
openaire   +2 more sources

Composing Meaningful Connections Across High School and College Contexts

Journal of Adolescent &Adult Literacy, Volume 70, Issue 2, September/October 2026.
ABSTRACT The question of how students navigate the transition from high school to college writing is of perennial concern to teachers and researchers of adolescent and adult literacy. This study contributes to this conversation through an in‐depth analysis of the composing experiences that a group of eight, first‐generation‐to‐college Latina students ...
Bethany Monea
wiley   +1 more source

Transformed Practice in a Pedagogy of Multiliteracies

Pedagogies: An International Journal, 2008
Global communication is being transformed by new forms of meaning-making in a culturally diverse world. This article concerns these shifts, releasing key findings of a critical ethnography that investigated how a teacher implemented the multiliteracies pedagogy.
openaire   +3 more sources

Discovering design possibilities through a pedagogy of multiliteracies [PDF]

Journal of Learning Design, 2006
Research and educational policies have alerted teachers to the importance of multiliteracies. Communication in society today is characterised by rapidly changing and emergent forms of meaning-making in a context of increased cultural and linguistic diversity.
openaire   +1 more source

Exploring Learning by Design to Nurture Joyful Literacy Experiences in a Grade Eight English Language Arts Classroom

Language and Literacy: A Canadian Educational e-journal
This paper details an example of teacher practices that drew upon multiliteracies theory and pedagogy to engage in reflective pedagogical practice and enact transformative teaching and learning in a grade 8 English Language Arts classroom in Manitoba ...
Xiaoxiao Du, Nicole Doering
doaj   +1 more source

Raciolinguistic Autobiographies With Intermediate Elementary Learners

The Reading Teacher, Volume 80, Issue 2, September/October 2026.
ABSTRACT We propose raciolinguistic autobiographies as a developmentally appropriate multimodal composition authored by intermediate elementary learners (Grades 3–5) that promotes critical consciousness around how language, race, and signs are interwoven to form hierarchies of power and belonging.
Cristina S. Méndez, Mohit Mehta
wiley   +1 more source