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

中文翻译：

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通过数字技术探索多元文学教学法的实践：叙事探究

随着学生接触各种数字和多模式文本，数字技术已迅速成为跨环境的识字学习和教学的组成部分。虽然新西兰学校的教师在扫盲项目的设计和规划方面拥有高度的自主权，但目前人们对他们如何理解和实施多元识字教学法（MLP）知之甚少。本文利用通过新西兰一所中学的访谈和课堂观察收集的数据，采用叙事探究的方法来探索一位教师在识字教学中使用数字技术和文本的方法。我们特别探讨了 MLP 可能隐式实施的方式而不是明确地，在教师个人信念和学习经验、学生感知的学习需求以及学校课程的复杂矩阵中。最后，我们呼吁有意识地、有目的地进行 MLP 教学，重点关注联觉和文本的符号学功能。