This paper explores the potential of photography for teaching, learning, and studying literacy in elementary school classrooms. We examine the ways shifting between communication systems (photography, oral language and writing) impacts students’ ability to problem solve and create rich texts. Specifically, we explore the roles photography plays in mediating and representing meaning. We found that photography can be used as an effective tool for inquiry in education – and for the pedagogy of writing instruction.
Cappello et al. (Thu,) studied this question.
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