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Countering a ‘Back-to-Basics’ approach to teacher education: Multiliteracies and On-Line discussions in a community of practice

Cumming-Potvin, W.ORCID: 0000-0002-4961-9379 and Sanford, K. (2015) Countering a ‘Back-to-Basics’ approach to teacher education: Multiliteracies and On-Line discussions in a community of practice. Language and Literacy: A Canadian Educational e-journal, 17 (1). pp. 21-41.

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Abstract

Aiming to extend sociocultural theory about literacy education in teacher programs, this article reports on results from a qualitative study conducted in a Western Australian university. The project tracked a group of initial teacher and graduate education students collaborating in on-line discussion embedded in a literacy course. The article focuses on how one pre-service teacher constructed situated identities and understandings about literacy as she interacted on-line with peers and the course instructor in a community of practice (Lave & Wenger, 1991). Suggestions are provided for designing on-line CoPs that consider power and an expanded definition of literacies.

Item Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Language and Literacy
URI: http://researchrepository.murdoch.edu.au/id/eprint/23501
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