期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2011
卷号：21
期号：1
页码：53-62
DOI：10.26522/brocked.v21i1.236
出版社：Brock University
摘要：The article presents a theoretical overview of new fields of research, pedagogy, and practice in literacy education. In a digital, media-driven, globalized world, educators are faced with the challenge of mediating traditional notions of what it means to be literate (e.g., read and writing print-based texts) with new and ever-emerging skills and interests in technology and digital media. Focusing on a pilot study in Oakville, ON and a longitudinal research study in Sydney, Australia, we compel readers to think about literacy in a new light. Without a push to redefine literacy, educators run the risk of teaching and learning language and literacy skills in anachronistic paradigms and frameworks. While research has not been able to fully establish the impact of multimodal communication, it is essential that educators learn to use these different modes of communication to teach literacy.
