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Australian Journal of Teacher Education

Australian Journal of Teacher Education

DOI

10.14221/ajte.2019v44.n11.4

Abstract

This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and considerably different to those with which she engaged at home. Featuring iMovies and audiobooks, a multimodal literacy program connected the home and classroom, facilitating Hannah’s exploration of multimodality. Findings call for open-ended, flexible approaches to literacy education and a reinvigoration of initial teacher programs, to support diversity and inclusion in literacy education.


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Link to publisher version (DOI)

10.14221/ajte.2019v44.n11.4