Exploring Learning by Design to Nurture Joyful Literacy Experiences in a Grade Eight English Language Arts Classroom

Authors

  • Dr. Xiaoxiao Du University of Manitoba
  • Nicole Doering

DOI:

https://doi.org/10.20360/langandlit29766

Keywords:

multiliteracies , learning by design , knowledge processes, teachers as designers, transformative learning , multimodal meaning making

Abstract

This paper details an example of teacher practices that drew upon multiliteracies theory and pedagogy to engage in reflective pedagogical practice and enact transformative teaching and learning in a grade 8 English Language Arts classroom in Manitoba. The meaning of design is discussed, and the learning by design framework is investigated with a focus on knowledge processes (Cope & Kalantzis, 2015). Findings affirm teachers as designers, recognize students as creative meaning makers, and celebrate teacher empowerment, student agency, and creativity.

Author Biographies

Dr. Xiaoxiao Du, University of Manitoba

Xiaoxiao Du is an Assistant Professor in the Faculty of Education at the University of Manitoba. Her research interests include language and literacies, multimodal meaning making, culture and diversity, reflective practices, and identity construction. She is a visible female minority who has been working with and supporting culturally and linguistically diverse students and their families in different contexts.

Nicole Doering

Nicole Doering is a grade 7/8 ELA and Science teacher at Meadows West School in the Winnipeg School Division in Manitoba. She has earned her Master of Education degree from the Faculty of Education in the University of Manitoba. She is passionate about digital literacies and multiliteracies.

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Published

2025-06-13

How to Cite

Du, X., & Doering, N. (2025). Exploring Learning by Design to Nurture Joyful Literacy Experiences in a Grade Eight English Language Arts Classroom. Language and Literacy, 27(3), 87–108. https://doi.org/10.20360/langandlit29766