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.
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.