“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Authors

  • Terry Loerts

DOI:

https://doi.org/10.20360/langandlit29624

Keywords:

disciplinary literacy, transmediation

Abstract

This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.

Author Biography

Terry Loerts

Terry Loerts is an Associate Professor in the School of Education at Redeemer University. She teaches courses on curriculum, literacy, multiliteracies, and the Arts across the curriculum. Her research interests revolve around curriculum, pedagogy, worldview, as well as literacy from grade school through higher education. She is also Practicum Supervisor in the Teacher Education program. Previously, Terry has worked as an elementary school teacher.

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Published

2022-06-30

How to Cite

Loerts, T. (2022). “Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation. Language and Literacy, 24(1), 60–79. https://doi.org/10.20360/langandlit29624

Issue

Vol. 24 No. 1 (2022): Literacy Entanglements and Relationality, Time, Place, Space and Identity

Section

Article

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