Journal article
Countering a ‘Back-to-Basics’ approach to teacher education: Multiliteracies and On-Line discussions in a community of practice
Language and Literacy: A Canadian Educational e-journal, Vol.17(1), pp.21-41
2015
Abstract
Aiming to extend sociocultural theory about literacy education in teacher programs, this article reports on results from a qualitative study conducted in a Western Australian university. The project tracked a group of initial teacher and graduate education students collaborating in on-line discussion embedded in a literacy course. The article focuses on how one pre-service teacher constructed situated identities and understandings about literacy as she interacted on-line with peers and the course instructor in a community of practice (Lave & Wenger, 1991). Suggestions are provided for designing on-line CoPs that consider power and an expanded definition of literacies.
Details
- Title
- Countering a ‘Back-to-Basics’ approach to teacher education: Multiliteracies and On-Line discussions in a community of practice
- Authors/Creators
- W. Cumming-Potvin (Author/Creator) - Murdoch UniversityK. Sanford (Author/Creator) - University of Victoria
- Publication Details
- Language and Literacy: A Canadian Educational e-journal, Vol.17(1), pp.21-41
- Publisher
- Language and Literacy
- Identifiers
- 991005542433107891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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