Becoming a 21st Century Literacy Teacher: Provocations, Perceptions and Possibilities in Teacher Education

This paper reports on a study that investigated pre-service teachers’ digital funds of knowledge and their perceptions of the digital pedagogies and practices in early years literacy classrooms. It also explores pre-service teachers’ experiences of “produsing” a cumulative multimodal portfolio (in t...

The International Journal of Literacies

Common Ground Research Networks