Document Type

Article

Publication Date

Fall 2012

Abstract

This collaborative study examined literacy instruction in a fifth grade classroom with particular reference to two case study students and the role of pedagogy in bridging the divide in their literacy practices. Grounded in the multiliteracies framework and perspectives consistent with third space theory, data were collected using a multi-site approach. Data were analyzed using the thematic analysis and constant comparison approaches. Findings suggest that the two children disengaged from most of school tasks because of the traditional approach to instruction, lack of recognition of their learning styles and interests, as well as the absence of digital literacies. However, they became engaged with school as the teacher implemented a more transformative approach to learning which included the integration of digital technologies and the creation of productive spaces for learning. Implications for literacy teaching and learning were discussed.

Comments

This article was published in the Journal of School Connections and has been posted with permission.

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