The lifeworld and experiences of students today reflects a global and multimodal world in which there is instant access to, retrieval of and creation of information. As educators we must reflect on what implications and influences this has on our pedagogical practices for effective teaching and learning. Research clearly acknowledges and recognises that there are a range of learning preferences and styles. Today most educators incorporate this recognition into their pedagogical approaches to enable students to be engaged and successfully navigate their own unique learning journeys. This practice based paper examines the need for educators to incorporate opportunities for students to not only learn in a range of ways but to allow students the opportunity to also tell their stories in a range of ways; and in particular this paper looks at visual story telling and documentation.
|Keywords:||Self as Learner, Self Reflection, Visual Representations, Multiliteracies, Inclusive Teaching and Learning|
Lecturer/Academic, Faculty of Arts, Education and Human Development, School of Education, Victoria University, Melbourne, Australia
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