title: Exploring teachers' knowledge and practice of multiliteracies pedagogy: A narrative inquiry

authors: Yap, Jia Rong

subjects: Multiliteracies pedagogy

abstract: Multiliteracies encapsulates literacy that is understood as deictic and plural. Furthermore, advances in digital technologies and digital spaces are encouraging the emergence of new literacy practices and new texts. This phenomenon presents teachers with the need to develop a repertoire of literacy pedagogical approaches that meets these demands. Against this background, this doctoral study sought to gain insights into the understanding, experiences and practices of teachers in their literacy teaching and learning. Underpinned by the theoretical frameworks of multiliteracies pedagogy and personal practical knowledge, this thesis provides an exploration of five teachers’ knowledge and conceptions of multiliteracies, and how they enact multiliteracies pedagogy in Aotearoa New Zealand intermediate classrooms. The participants varied in their backgrounds and years of teaching – ranging from three to ten years. By engaging a narrative inquiry methodology, qualitative data were collected over a period of six months, using narrative semi-structured interviews, whole-day classroom observations, post-observation conversations, and perusal of teaching artefacts. Participants shared their personal teaching philosophies, past and present literacy learning and teaching experiences, and their literacy teaching practices. Within this, they narrated the mentoring support and professional development they received within their schools, student cultural, linguistic and learning diversity, and the integration of digital technologies. 

Engaging with narrative inquiry has allowed for in-depth insights into teachers’ lived experiences and uncovered the nuances of their literacy knowledge and teaching practices. Based on data analysis which involved a co-construction of the teachers’ narratives and my researcher interpretation, it can be concluded that teachers understand and practise multiliteracies pedagogy instinctively. This includes having an understanding of the broad nature of literacy and texts, and their efforts in attending to student diversity and literacy learning needs. Findings also reveal that the teachers’ literacy teaching practices are guided by the components of their personal practical knowledge such as knowledge of curriculum and students, and through the use of digital technologies. The results suggest favourable opportunities for an explicit practice of multiliteracies pedagogy that will accommodate the growing range of literacy, literacy practices, and new texts. On this basis, recommendations for teachers’ professional development providers, teacher education designers, and researchers are suggested. Primarily, this study recommends adopting a constructivist approach to support teachers toward a purposeful and conscious teaching of synaesthesia or the manipulation of modes, and the semiotic functions of texts. Additionally, future research may consider: i) engaging longitudinal narrative research to examine teachers’ understanding of students’ understanding of literacy and out-of-school literacy practices; and ii) examine ways to support teachers’ use of digital technologies in a way that encourage explicit multiliteracies teaching and learning. Attending to these aspects may help complement present literacy teaching and learning and prepare students for the multiliterate demands of personal lives, workplaces and societies.

text: Exploring teachers' knowledge and practice of multiliteracies pedagogy: A narrative inquiry Multiliteracies encapsulates literacy that is understood as deictic and plural. Furthermore, advances in digital technologies and digital spaces are encouraging the emergence of new literacy practices and new texts. This phenomenon presents teachers with the need to develop a repertoire of literacy pedagogical approaches that meets these demands. Against this background, this doctoral study sought to gain insights into the understanding, experiences and practices of teachers in their literacy teaching and learning. Underpinned by the theoretical frameworks of multiliteracies pedagogy and personal practical knowledge, this thesis provides an exploration of five teachers’ knowledge and conceptions of multiliteracies, and how they enact multiliteracies pedagogy in Aotearoa New Zealand intermediate classrooms. The participants varied in their backgrounds and years of teaching – ranging from three to ten years. By engaging a narrative inquiry methodology, qualitative data were collected over a period of six months, using narrative semi-structured interviews, whole-day classroom observations, post-observation conversations, and perusal of teaching artefacts. Participants shared their personal teaching philosophies, past and present literacy learning and teaching experiences, and their literacy teaching practices. Within this, they narrated the mentoring support and professional development they received within their schools, student cultural, linguistic and learning diversity, and the integration of digital technologies. 

Engaging with narrative inquiry has allowed for in-depth insights into teachers’ lived experiences and uncovered the nuances of their literacy knowledge and teaching practices. Based on data analysis which involved a co-construction of the teachers’ narratives and my researcher interpretation, it can be concluded that teachers understand and practise multiliteracies pedagogy instinctively. This includes having an understanding of the broad nature of literacy and texts, and their efforts in attending to student diversity and literacy learning needs. Findings also reveal that the teachers’ literacy teaching practices are guided by the components of their personal practical knowledge such as knowledge of curriculum and students, and through the use of digital technologies. The results suggest favourable opportunities for an explicit practice of multiliteracies pedagogy that will accommodate the growing range of literacy, literacy practices, and new texts. On this basis, recommendations for teachers’ professional development providers, teacher education designers, and researchers are suggested. Primarily, this study recommends adopting a constructivist approach to support teachers toward a purposeful and conscious teaching of synaesthesia or the manipulation of modes, and the semiotic functions of texts. Additionally, future research may consider: i) engaging longitudinal narrative research to examine teachers’ understanding of students’ understanding of literacy and out-of-school literacy practices; and ii) examine ways to support teachers’ use of digital technologies in a way that encourage explicit multiliteracies teaching and learning. Attending to these aspects may help complement present literacy teaching and learning and prepare students for the multiliterate demands of personal lives, workplaces and societies.

year: 2023

title: Urgent need for protection of New Zealand’s coastal landscape

authors: Healy, Terry R.

subjects: coastal landscape protection

abstract: Alarm bells for protection of coastal landscape should be well and truly ringing! This is exemplified by the great rush toward “life-style block” subdivision of large coastal tracts (simply glance at the “NZ Herald” Real Estate section), and recent cases such as the University of Auckland’s hedonistic attempt to sell prime coastal land on the scenic Coromandel coastline for development. Coastal landscape protection is already embedded in the Resource Management Act, and most explicitly stated under S6 (“Matters of National Importance”). S6a refers to “preservation of the natural character of the coastal environment” – which implicitly includes landscape - and
S6b “the protection of outstanding natural features and landscapes from inappropriate subdivision….”. Unfortunately landscape protection is rarely considered seriously as a major impediment to new sub-divisional developments along areas of largely undeveloped coast. There are compelling reasons for protection of coastal landscape. These include (i) reduction in long term economic return from tourism from ribbon development along the coast, (ii) huge increases in the cost of supplying infrastructure (roading, electricity, water supply, sewage disposal) to remote coastal wild and scenic locations – which the entire community contributes major cost for rather than the select few beneficiaries at the end of the line; and (iii) the improved infrastructure amenities, facilities and economic benefits possible from concentration of capital development into nucleated coastal settlements. But the major problem is the creeping ribbon development along the coast – leading to significant irreversible impact on the “vistas of nature” – especially along the scenic coasts of Northland, the Coromandel Peninsula, the central North Island and the Marlborough Sounds.

text: Urgent need for protection of New Zealand’s coastal landscape Alarm bells for protection of coastal landscape should be well and truly ringing! This is exemplified by the great rush toward “life-style block” subdivision of large coastal tracts (simply glance at the “NZ Herald” Real Estate section), and recent cases such as the University of Auckland’s hedonistic attempt to sell prime coastal land on the scenic Coromandel coastline for development. Coastal landscape protection is already embedded in the Resource Management Act, and most explicitly stated under S6 (“Matters of National Importance”). S6a refers to “preservation of the natural character of the coastal environment” – which implicitly includes landscape - and
S6b “the protection of outstanding natural features and landscapes from inappropriate subdivision….”. Unfortunately landscape protection is rarely considered seriously as a major impediment to new sub-divisional developments along areas of largely undeveloped coast. There are compelling reasons for protection of coastal landscape. These include (i) reduction in long term economic return from tourism from ribbon development along the coast, (ii) huge increases in the cost of supplying infrastructure (roading, electricity, water supply, sewage disposal) to remote coastal wild and scenic locations – which the entire community contributes major cost for rather than the select few beneficiaries at the end of the line; and (iii) the improved infrastructure amenities, facilities and economic benefits possible from concentration of capital development into nucleated coastal settlements. But the major problem is the creeping ribbon development along the coast – leading to significant irreversible impact on the “vistas of nature” – especially along the scenic coasts of Northland, the Coromandel Peninsula, the central North Island and the Marlborough Sounds.

year: 2003

title: Hidden hunger in a land of plenty: Food insecurity in Aotearoa New Zealand

authors: Graham, Rebekah Sarah

subjects: children, food, Māori, material hardship, scholar-activism

abstract: Aotearoa New Zealand is a relatively wealthy, food-producing nation. Yet, increasing numbers of the populace are experiencing food insecurity, hidden hunger, and material hardship. More than an individual issue, ensuring food security requires consideration of the social and cultural components of growing, preparing, and consuming food and meals. Access to sufficient food to eat and the surrounding social practices are central to human flourishing. This article documents three research exemplars that challenge dominant global representations of Aotearoa New Zealand as an idyllic haven. Each case explores the invisibility and downplaying of hunger and poverty that occur within this ‘land of plenty’. In describing and reflecting our respective research projects we illustrate how broader socio-political and economic factors play out materially in the everyday lives of marginalised groups by restricting access to food. Given that community psychologists have values which necessitate a critical praxis, we have the responsibility to challenge power differences and practices based on historical perceptions that serve to maintain inequities.

text: Hidden hunger in a land of plenty: Food insecurity in Aotearoa New Zealand Aotearoa New Zealand is a relatively wealthy, food-producing nation. Yet, increasing numbers of the populace are experiencing food insecurity, hidden hunger, and material hardship. More than an individual issue, ensuring food security requires consideration of the social and cultural components of growing, preparing, and consuming food and meals. Access to sufficient food to eat and the surrounding social practices are central to human flourishing. This article documents three research exemplars that challenge dominant global representations of Aotearoa New Zealand as an idyllic haven. Each case explores the invisibility and downplaying of hunger and poverty that occur within this ‘land of plenty’. In describing and reflecting our respective research projects we illustrate how broader socio-political and economic factors play out materially in the everyday lives of marginalised groups by restricting access to food. Given that community psychologists have values which necessitate a critical praxis, we have the responsibility to challenge power differences and practices based on historical perceptions that serve to maintain inequities.

year: 2022