Beyond the Observable

Conceptions and realizations of enacted multiliteracies in Ontario Social Studies Curriculum–One Multi-verse of Madness

Authors

  • Dr. Terry Loerts Redeemer University
  • Dr. Carol Doyle Jones Niagara University

DOI:

https://doi.org/10.20360/langandlit29744

Keywords:

commonplaces, elementary classroom, multiliteracies, Ontario social studies curriculum, pandemic pedagogies, teacher perspective

Abstract

This research focuses on one teacher’s lived experience as he contributes towards a broader understanding of possibilities and constraints afforded by technologies, materials, and relationality during this recent shift in pandemic pedagogy. The pandemic drastically altered the way curriculum is enacted as there were shifts in the learning environment, the subject matter, and the way teachers and students engaged in literacy practices. To understand this shift, we explore: What are the participating teacher’s perceptions about how multiliteracies are utilized for classroom practice and pedagogy? How did this teacher’s pedagogy continue or change once the pandemic influenced curriculum enactment? This paper focuses on how one grade 6 teacher explored this pandemic pedagogical landscape in his classroom. This experience contributes to learning from the past, navigating the present, and continuing to shape the future of effective instruction in an elementary classroom.

Author Biographies

Dr. Terry Loerts, Redeemer University

Terry Loerts, PhD, 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.

Dr. Carol Doyle Jones, Niagara University

Carol Doyle-Jones, PhD, is an Associate Professor and the Academic Chair in the Ontario
Educational Studies department, College of Education, Niagara University. Carol’s research and
teaching centers on uncovering what it means to be an educator in the 21 st  century. Central to this understanding includes a focus on collaborations, integrating multimodal texts and designs, and the significance of diversity, equity, and inclusion in our culturally and linguistically diverse
classrooms.

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Published

2024-07-02

How to Cite

Loerts, T., & Doyle-Jones, C. (2024). Beyond the Observable: Conceptions and realizations of enacted multiliteracies in Ontario Social Studies Curriculum–One Multi-verse of Madness. Language and Literacy, 26(2), 101–117. https://doi.org/10.20360/langandlit29744

Issue

Vol. 26 No. 2 (2024): Special Issue: 2022 & 2023 Pre-Conference of LLRC

Section

Article

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