Preparing Teachers to Become Lifelong Learners: Exploring the Use of Fiction to Develop Multiliteracies and Critical Thinking

Patricia Gouthro, Susan Holloway

Abstract


Drawing upon research from a SSHRC grant entitled Creating a Canadian “Voice”: Lifelong Learning, the Craft of Fiction Writing, and Citizenship, we examine how multiliteracies and critical thinking can be fostered using a framework of lifelong learning for teachers. We provide examples from authors and key informants who discuss learning and fiction writing to argue that there are benefits for diverse learners in using wider, more inclusive definitions of literacy associated with multiliteracies. We also provide examples of how multimodal technologies can foster learning connected to critical thinking and multiliteracies. 


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