|Published online: October 6, 2015||$US5.00|
The proliferation of digital technologies is influencing the relational as well as the technological and meaning-making aspects of literacy learning. There is a renewed focus on student learning that promotes agency and enables new literacies mindsets. However a lack of clarity persists as to the form and content of effective professional learning for teachers of new literacies. Combining elements from various models of professional learning to foster teacher agency and participation mobilises transformed processes and conditions.
This article draws on literature from the areas of new literacies, student agency and teacher professional learning to argue for approaches to teacher professional learning that support new literacy learning. It explores the characteristics of models of professional learning for teachers; describes a professional learning program offered to teachers of literacy; outlines a mixed methods research study in the form of a survey of participants engaged in the professional learning program; and analyses teacher perceptions of their experiences of professional learning and how key characteristics influenced their learning.
|Keywords:||literacy teacher agency, student agency, literacy learner agency, teacher professional learning, new literacies|
The International Journal of Adult, Community and Professional Learning, Volume 22, Issue 4, December 2015, pp.15-28. Article: Print (Spiral Bound). Published online: October 6, 2015 (Article: Electronic (PDF File; 555.479KB)).
Faculty of Arts and Education, Deakin University, Burwood, VIC, Australia