A multiliteracies project in the middle school: parents as coteachers

Willis, Linda-Dianne (2009). A multiliteracies project in the middle school: parents as coteachers. In: 2009 AATE/ALEA National Conference: Conference Papers. 2009 AATE/ALEA National Conference, Hobart, Australia, (1-25). 9-12 July 2009.

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Author Willis, Linda-Dianne
Title of paper A multiliteracies project in the middle school: parents as coteachers
Conference name 2009 AATE/ALEA National Conference
Conference location Hobart, Australia
Conference dates 9-12 July 2009
Proceedings title 2009 AATE/ALEA National Conference: Conference Papers
Place of Publication Hobart, Australia
Publisher 2009 AATE/ALEA National Conference
Publication Year 2009
Sub-type Fully published paper
Start page 1
End page 25
Total pages 25
Language eng
Abstract/Summary This paper examines the experiences of one middle years’ English and Studies of Society and Environment (SOSE) teacher who adopted a multiliteracies project-based orientation to a unit on War and Refugees. It details the multiliteracies teaching and learning cycle, which is based on four non-hierarchical, pedagogical orientations: situated practice, overt instruction, critical framing and transformed practice (New London Group, 2000; Kalantzis & Cope, 2005a). Following the work of Kalantzis and Cope (2005a), it draws out the knowledge processes exacted in each of these four phases: experiencing the known and the new; conceptualising by naming and theorising; analysing functionally and critically; and, applying appropriately and creatively. Two parents were invited to enter the study as co-teachers with the teacher and researcher. Using Bourdieu’s (1992) construct of capital, the findings report on how the multiliteracies approach enabled them to engage in school-based literacy practices differently than they had done previously in classrooms. An unexpected finding concerns the teacher’s altered view about how his role and status were perceived by the parents.
Keyword Multiliteracies
Teaching and learning cycle
Situated practice
Overt instruction
Critical framing
Transformed practice
War and refugees unit
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Conference Paper
Collection: School of Education Publications
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Created: Wed, 18 Dec 2013, 08:54:10 EST by Claire Backhouse on behalf of School of Education