Multiple literacies: beliefs and related practices among Chinese kindergarten teachers

Hui Li*, Nirmala Rao

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed.

Original languageEnglish
Pages (from-to)269-284
Number of pages16
JournalKnowledge Management and E-Learning
Volume1
Issue number4
Publication statusPublished - Dec 2009
Externally publishedYes

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • multiple literacies
  • early childhood
  • Chinese kindergarten teachers
  • Hong Kong
  • Shenzhen

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