“Staring Down a Charging Bull”

Reconceptualizing Content and Disciplinary Literacy through Transmediation

Bibliographic Data

ID21729935
AuthorsTerry Loerts (0000-0003-2001-7654, Redeemer University, corresponding author)
Year2022
Volume24
Issue1
Pages60-79
Publication date2022-06-30
Open AccessYes
TypeARTICLE
VenueThe Australian Journal of Language and Literacy (JOURNAL)
Journal identifiersISSN: 1038-1562 • E-ISSN: 1839-4728
PublisherUniversity of Alberta Libraries (PUBLISHER)
DOI10.20360/langandlit29624
OpenAlexW4283774877
LanguageEN
References cited13

This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation

Aesthetics · Art · Bachelor · Discipline · Literacy · Pedagogy · Political science · Social science · Sociology · Staring · Communication · Computer Science · Global Education and Multiculturalism · Literacy, Media, and Education · Psychology · Second Language Learning and Teaching

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Open DOIOpen Access