文章基本信息

标题：Welcome to the 2011 issue of the Journal of Classroom Research in Literacy!
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作者：Carol Doyle-Jones
期刊名称：Journal of Classroom Research in Literacy
出版年度：2011
卷号：4
页码：1-2
语种：English
出版社：OISE / University of Toronto
摘要：The JCRL, now in our fourth year of publication, continues the tradition of presenting pedagogy and practice from the perspectives of classroom teachers. Throughout this issue’s articles, ways of making meaning through multimodal methods of learning are prevalent. In an interview with Gunther Kress, Eva Bearne posed the question of pedagogy to which Kress replied, “I regard pedagogy as social relations in the classroom, so that forms of pedagogy are inducting you into social relations which you then carry with you into the world” (Bearne, 2005, p.291). Our authors certainly present ways for their students to engage in social relations that connect them to the world through literacy.
关键词：Editorial;literacy;writing;multimodal;social relations