A second grade teacher's innovations toward multimodal literacies in an urban primary school

K. Dara Hill


This study is an examination of a second grade teacher’s negotiation of multimodal literacies in a high performing urban primary school in Detroit. In spite of the school’s high performing record, teachers were required to adhere closely to paced curriculum and exclusive use of curriculum materials. A teacher and researcher collaboration implemented supplemental texts and negotiated innovations toward multimodal literacies with a theme entitled Fossils. An examination of peer-led discussion groups, peer-led reading logs and the focal teacher’s Interactive Whiteboard innovations demonstrates  deeper comprehension and enhanced participation due to linkages across texts and with students’ social worlds.


Writing; Reading; Oral Language; Multimodal Literacies

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DOI: http://dx.doi.org/10.20360/G2WS3M