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2018
Volume 38, Issue 2
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

The literacy beliefs teachers hold influence the kinds of experiences they make available to their students (Myers, 1996). As visual modes become increasingly central to communication (Kress, 2004; New London Group, 1996), it is essential to provide preservice teachers opportunities to expose and challenge beliefs that privilege only alphabetic texts.

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/content/journals/10.58680/ee20065074
2006-01-01
2024-06-18
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee20065074
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  • Article Type: Research Article
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