Multiliteracies in the secondary english classroom: Becoming literate in the 21st century

Melanie Shoffner, Luciana de Oliveira, Ryan Angus

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Conceptions of literacy in the secondary English language arts classroom today have expanded in multiple directions, moving far beyond former emphases on reading comprehension and writing ability. This article presents the efforts of two secondary English language arts teachers in the Midwestern United States to expand the meaning of literacy in their own classrooms. Using a case study approach, the authors examine each teacher's understanding of literacy, views on enacting literacy in the classroom and efforts to engage students in multiliteracies. The authors then discuss the implications of the teachers' literacy work, focusing on the teachers' individual classrooms and the preparation of secondary English teachers.

Original languageEnglish (US)
Pages (from-to)75-89
Number of pages15
JournalEnglish Teaching
Volume9
Issue number3
StatePublished - Dec 1 2010
Externally publishedYes

Fingerprint

literacy
classroom
teacher
English language
art
comprehension
English Classroom
Literacy
Multiliteracies
21st Century
ability
student
Language Arts

Keywords

  • 21st century literacies
  • Case study
  • Multiliteracies
  • Teaching of english

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Multiliteracies in the secondary english classroom : Becoming literate in the 21st century. / Shoffner, Melanie; de Oliveira, Luciana; Angus, Ryan.

In: English Teaching, Vol. 9, No. 3, 01.12.2010, p. 75-89.

Research output: Contribution to journalArticle

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