Electronic Thesis and Dissertation Repository

Degree

Master of Arts

Program

Education

Supervisor

Mi Song Kim

Abstract

With the rise of technology, literacy concepts in the 21st century have challenged traditional literacy practices that have relied primarily on print media. Recent research has alerted early-years educators to the new understandings and significance of multiliteracies. These new understandings will better prepare classroom practices that purposefully design learning opportunities to accommodate diverse young learners in an era of evolving education.

This qualitative case study responds to these imperatives by showcasing a lived story of a grade one teacher who has implemented multiliteracies pedagogy in her classroom. Multiliteracies pedagogy has facilitated her effort in creating meaningful learning opportunities for young children based on their diverse interests and needs. Using a narrative analysis approach, the study suggests that applying multiliteracies pedagogy not only motivates the grade one children to take ownership of their learning but also transforms the way the teacher makes sense of her teaching.

The findings highlight those power structures that encourage the teacher to move forward and those that hold her back. The research concludes that teacher education plays a critical role in preparing and supporting an early-years educator to be successful; further, both the educator and the young learners’ ambition to engage in actively designing teaching and learning is influenced by the academic expectations from the school board, parents, and resource availability.

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