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The shift to 21st century literacies: A cross-case study of EFL learning through online publishing projects

, Indiana University, United States

Indiana University . Awarded


Based on the goals of Multiliteracies (New London Group, 2000), this study analyzed a high school English class in Taiwan. Qualitative case study methodology was utilized to examine seven student cases in four online learning projects. Data were collected from multiple sources in multiple ways, including interviews, classroom observations, and students' learning products such as short films, online essays, worksheets, online interviews, digital newspapers, and blog writings.

Through the individual case studies and cross-case analysis, interactions between the teacher and students were described and analyzed, with rubric ratings based on the four components of the Pedagogy of Multiliteracies (New London Group, 2000). The overall pattern showed Situated Practice and Overt Instruction were stronger than Critical Framing and Transformed Practice. However, reasons underlying the pattern still varied, mainly related to the teacher's scaffolding and nature of the learning tasks. Besides, creating optimal social contexts for language teaching and learning, connecting life experiences through Situated Practice and allowing students to take control of their own learning in Overt Instruction were suggested. Lastly, language learning might also contribute to student's changes, which teachers may initiate through Critical Framing and Transformed Practice.


Chen, C.h. The shift to 21st century literacies: A cross-case study of EFL learning through online publishing projects. Ph.D. thesis, Indiana University. Retrieved October 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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