Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital multimodal texts. While teachers in New Zealand schools high degree autonomy the design planning programs, little is currently known about how they understand enact multiliteracies pedagogy (MLP). Using data gathered via interviews classroom observations an intermediate school Zealand, this article adopts narrative inquiry approach to explore one teacher's approaches using texts instruction. We particular ways which MLP may be enacted implicitly rather than explicitly, complex matrix teachers' personal beliefs experiences, perceived needs students, curriculum. conclude call for conscious purposeful MLP, focusing on synaesthesia semiotic functions