This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education. The chapters unfold in a creative interplay of practice and theory. Narey's insightful questioning into the…

This paper examines the potential of posthumanism to enable a reconceptualisation of young children's literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our…

Even as research continues to suggest the potential of assistive technology for improving student outcomes, it remains under-utilized in schools. Among numerous challenges to the effective utilization of assistive technology, research has suggested that educators are inadequately prepared to consider and implement the use of such technologies. In…

In this article, the authors engage the theoretical lens of multimodality in rethinking the practices and processes of composing in classrooms. Specifically, they focus on how learning new composing practices led some fifth-grade students to author new literate identities--what they call authorial stances--in their classroom community. Their…

Attainment of functional English literacy skills by all students has been a focus of Australian national policy since the 1989 Hobart Declaration (MCEETYA, 1989). This focus underpins current educational accountability policy enacted through the National Assessment Program-Literacy and Numeracy (NAPLAN). The Adelaide and Melbourne Declarations…

This article reviews research on English language arts teachers' use of digital tools in the classroom to remediate print literacies. Specifically, this review focuses on the affordances of digital tools to foster uses of digital literacies of informational/accessibility, collaboration knowledge construction, multimodal communication, gaming…

This article presents student experiences within an 11th- and 12th-grade language arts course as a lens to examine how language arts teachers might embed multimodality, an awareness of student learning through not only print and verbal language activities but also visual, kinesthetic, aural, and spatial activities, in their courses as a means of…

Debates continue in public and in educational policy forums about the "basics" of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the…

While many teachers and teacher educators agree that it is important to integrate new literacies and technologies into their teaching, educators are often perplexed about how to begin thinking about this task. Research reveals that educators use technologies for personal and communicative purposes, but teachers, for the most part, have not yet…

This is the second part of a two-part report of a study about the instruction of children who are learning or using both braille and print simultaneously (dual media). It explores the instructional methods and curricular decisions of teaching dual media to students with low vision and reports the students' current literacy levels and reading rates…

This article describes the results of an inquiry/multigenre project undertaken by students in a literacy foundations course. The project's initial pedagogical goal was to provide pre- and in-service teachers with multiple and engaging opportunities to read and write in areas of their interests. That goal expanded to encompass the critical literacy…