Multimodal literacy learning opportunities within a grade six classroom literacy curriculum: constraints and enablers

ABSTRACT

This case study of a grade six classroom literacy curriculum in Ontario, Canada was designed to produce new knowledge of how curricula can promote multimodal literacy learning opportunities for students. With a focus on constraints and enablers, the study found few opportunities for multimodal literacy learning due to standardised assessments, an outcomes-based programmatic curriculum with related standardised report card, and assessment-focused professional learning opportunities. Despite the print-centric nature of the curriculum, however, the study found that students did initiate their own multimodal opportunities. The study has implications for educators across the globe who are interested in expanding students’ literacies.

KEYWORDS:

• Multimodal literacy
• curriculum
• assessment
• language arts
• elementary education

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Terry Loerts http://orcid.org/0000-0003-2001-7654

Rachel Heydon http://orcid.org/0000-0002-5902-7342

Notes

1. All names are pseudonyms selected by the participants themselves.

2. All names have been changed.

3. Note that Linda grouped students into heterogeneous pods which changed about once a month.