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Strangely familiar: teacher-researchers rethinking literacy pedagogies in digital environments
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posted on 2016-01-01, 00:00 authored by Kirsten Hutchison, Louise PaatschLouise Paatsch, Anne CloonanAnne CloonanThis article reports on a collaborative project between middle school teachers and university researchers exploring the impact of a one to one netbook program on literacy teaching and learning at one Australian primary school. Following the traditions of ethnographic classroom research and practitioner research in literacy, we describe and analyse the evolution of teacher knowledge and understandings informing the processes of reshaping print based literacy pedagogies and practices within digital learning environments. The study sought to explore the possibilities of one-to-one computing through an investigation of the affordances of digital literacy pedagogies within an open plan learning environment. We focus on the richness of ethnographic tools, in particular visual ethnographic methods, for "making the familiar strange" and identify contexts supporting the emergence of innovative digital literacy pedagogies and powerful professional learning in primary classrooms. Drawing on surveys, interviews and conversations with teachers and students and classroom observations, we suggest that dialogues between teachers and researchers provide a forum for co-construction of insights into innovative digital literacy pedagogies and offer rich learning opportunities for students, teachers and researchers.
History
Journal
International journal of literaciesVolume
23Issue
1Pagination
11 - 29Publisher
Common ground publishingLocation
Champaign, IL.ISSN
2327-266XeISSN
2327-0136Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2015, Common Ground PublishingUsage metrics
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