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Emma Sumner; Ruth Nightingale; Karen Gurney; Mellissa Prunty; Anna L. Barnett – Literacy, 2024
Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about…
Descriptors: Handwriting, Writing Instruction, Office Occupations, Word Processing
Lars Holm; Helle Pia Laursen; Annegrethe Ahrenkiel – Literacy, 2024
Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co-creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning-making around literacy. The analysis is based on…
Descriptors: Emergent Literacy, Preschools, Young Children, Social Behavior
Vincent, John – Literacy, 2006
Multimedia has had a widely recognised impact on society, but it is still under-represented in the literacy pedagogies of many schools. This may relate to the way we view assessment for literacy, which is still almost wholly monomodal. Students assessed at a low level as producers of verbal text may respond positively when working multimodally,…
Descriptors: Foreign Countries, Writing Instruction, Measures (Individuals), Word Processing