Please use this identifier to cite or link to this item:
|Title:||Reframing research and literacy pedagogy relating to CD narratives: Addressing 'radical change' in digital age literature for children||Contributor(s):||Unsworth, Leonard (author)||Publication Date:||2003||Handle Link:||https://hdl.handle.net/1959.11/5970||Abstract:||Electronic books have become quite common in the early school years. The types of stories include instructional materials for packaged reading programs, traditional tales, well known classic and contemporary children's literature and recently authored digital narratives. Some of the latter deploy hypertext and multimodal resources in ways that facilitate innovative construction of point of view and metafictional elements, to engage readers in active, reflexive reading in ways not possible in conventional books. The range of CD stories reflect reading practices from those most closely aligned with reading conventional books to those associated with new digital narratives. Current research and classroom practice seems to be largely positioned at the conventional literacies end of the continuum. This paper proposes rethinking that position and the relationship between research and practice in the classroom use of CD narratives.||Publication Type:||Journal Article||Source of Publication:||Issues in Educational Research, 13(2), p. 55-70||Publisher:||Western Australian Institute of Educational Research Inc||Place of Publication:||Australia||ISSN:||1837-6290
|Field of Research (FOR):||130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)||Socio-Economic Outcome Codes:||930103 Learner Development||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://www.iier.org.au/iier13/unsworth.html||Statistics to Oct 2018:||Visitors: 200
|Appears in Collections:||Journal Article|
School of Education
Files in This Item:
checked on Mar 1, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.