A significant body of work has been devoted to the discussion of multiliteracies practices in contemporary curriculum. The current paper addresses the issue of digital literacy in the context of history teaching. It will also focus on two aspects essential to the meaning making process in digital history texts: the interactions between various social semiotic resources and the hierarchical organisation of information on the website.
|Number of pages||9|
|Journal||Literacy Learning: The Middle Years|
|Publication status||Published - 2008|