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The world in which students inhabit is increasingly digital, multimedia and online. A multimedia writing pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. This paper reports on a three-year study of implementing units of work in multimodal narrative composition into upper primary classes (47 classes, over 1000 students). In particular, the theoretical orientation and research design are presented, along with the more generalisable findings of the study to date. |
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