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This article draws on research into the work of Greenshoots, a small company of creative practitioners who provide opportunities for young people to work on projects involving visual and creative practices with a strong link to local heritage. Two specific projects form the focus of the paper: Riot and Blank Canvas. Both aimed to provide opportunities for young people to work with professional artists...
This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning‐making processes of four students aged 13‐14 years as they created history projects. Students were invited to explore curriculum content in self‐chosen ways and to produce presentations in a range of formats. The data we present and discuss were collected through participant observation...
Creative writing is often thought of as an individual and solitary pursuit. This is partly owing to Romantic (and still popular) notions of creativity as residing in highly gifted individuals, but also to the widely held belief that writing is a lonely rather than a social activity. The research presented in this paper provides a unique insight into the creative process by tracing the way one poem...
In the course of digitisation, the range of substrates for textual reading is being expanded to include a number of screen‐based technologies and reading devices, such as e‐readers (e.g. Kindle) and tablets (e.g. iPad). These technologies have distinctly different affordances than paper has. Given that textual reading is at the same time likely to remain important as a cultural practice, and is undergoing...
This paper reports on the digital writing practices of a Grade Three primary school student as he used an iPad to plan, produce and share digital texts. The case study acknowledges that writing is undergoing a period of great change in many classrooms and works to show how a student author has interpreted and produced digital texts with new technologies. In particular, the specific practices, digital...
This article explores questions that arise when we consider the things that make literacy possible. How do they interact with ordinary household objects and activities, and what intertextual implications arise from such mundane interactions? The concept of dual representation suggests that some objects may have both a physical and a symbolic existence; a book is a thing that sits on a shelf but it...
The purpose of the present study was to investigate whether systematic instruction of informational texts can enhance kindergarteners' cognitive involvement in text discussion and comprehension skills. The sample consisted of 15 children aged 5–6 years old in a kindergarten classroom located in a rural area in Rethymno, Crete. A four‐phase intervention programme was implemented within a 2‐month period...
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