Abstract
This chapter looks closely at an online participatory learning environment that supported and layered experience and ideation, creating opportunities for early-career educators to articulate and contemplate evaluative norms, digital resources, and evolving practices. More specifically, flexible and contextualized approaches to learning deeply rooted in the knowledge processes (Kalantzis & Cope, 2010, 2012) empowered early-career educators to perceive themselves as agents of change, and the data provide insight into reflexive pedagogy that is sensitive to dynamic and shifting technologies, contexts, and cultures.
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References
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© 2015 Sandra Schamroth Abrams
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Abrams, S.S. (2015). Digital Resources, Reflexive Pedagogy, and Empowered Learning. In: Cope, B., Kalantzis, M. (eds) A Pedagogy of Multiliteracies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137539724_2
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DOI: https://doi.org/10.1057/9781137539724_2
Publisher Name: Palgrave Macmillan, London
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