Authoring the Textual Classroom in Digital Times
Bibliographic Data
| ID | 20502001 |
|---|---|
| Authors | James Nahachewsky (University of Victoria, corresponding author), Deborah L Begoray (University of Victoria), Deborah Begoray (University of Victoria) |
| Year | 2010 |
| Volume | 17 |
| Issue | 4 |
| Pages | 421-431 |
| Publication date | 2010-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2010.528877 |
| OpenAlex | W2047535269 |
| Language | EN |
| References cited | 13 |
This article explores language and literacy teachers' classroom experiences in a digital age. Drawing on multi‐literacies and new literacy studies frameworks, we use metaphors of classroom as text and teacher as author to build an understanding of the challenges and changes examined in the findings of two separate studies. The teachers were challenged to reconsider conceptions of individual 'knowers' and textual authority/authorship in their classrooms and how they engage students critically in an exploration of the word and the world beyond the edges of the page and the walls of the English language arts classroom
Art · Language arts · Literacy · Mathematics education · Pedagogy · Sociology · The arts · Visual arts · Digital Storytelling and Education · Discourse Analysis in Language Studies · Literacy, Media, and Education · Psychology
Educational research
Writing Space
The Fictive and the Imaginary
Multimodality and Literacy in School Classrooms
The Discovery of Grounded Theory
Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices
Educational Research
Understanding media
Ethnographic Research and the Problem of Data Reduction1
| Citation velocity | historical |
|---|---|
| Highly cited | No |