“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices mandatory Bachelor Education course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, participant notes taken during gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, facility modes media contributed deep understanding multiliteracies practices, course content, assessment techniques. reveal learning opportunities transcend disciplines, space, time while enriching identity formation.