Developing multiliteracies in a technology- mediated environment

Natalie Cooper*, Lori Lockyer, Ian Brown

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    15 Citations (Scopus)


    Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today's learner is expected to be multiliterate - able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered.

    Original languageEnglish
    Pages (from-to)93-107
    Number of pages15
    JournalEducational Media International
    Issue number2
    Publication statusPublished - Jun 2013


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