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Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation

Gardiner, V.ORCID: 0000-0002-8638-5487, Cumming-Potvin, W.ORCID: 0000-0002-4961-9379 and Hesterman, S.ORCID: 0000-0001-7491-5527 (2013) Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation. Issues in Educational Research, 23 (3). pp. 357-374.

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In response to rapidly changing communication practices in an increasingly technological world, evolving literacy concepts such as multimodality, are now acknowledged in the new Australian Curriculum. Ironically, primary school teacher professional development in Western Australia remains closely tied to a mono-modal, print focussed paradigm. This study integrated the multiliteracies and communities of practice frameworks, aiming to generate participatory professional learning about new literacy concepts. This qualitative case study explored how one group of seven public primary schoolteachers from outer metropolitan WA, collaboratively transformed their literacy learning during a scaffolded 'multiliteracies book club'. Spanning six months and including five book club meetings and two focus groups, teachers collaborated with the researcher-facilitator (first author) in multimodal practices using diverse text formats and resources. This paper presents early thematic analysis of book club discussions, finding evidence for teachers' shift towards multiliteracies' perspectives, within a community of practice. The study highlights how the participative features of a multiliteracies book club model can support literacy transformation.

Item Type: Journal Article
Murdoch Affiliation(s): School of Education
Publisher: Institutes for Educational Research
Copyright: © 2013 Issues In Educational Research
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