21st century literacy: perceptions of and influences on year 6 teachers in Victorian classrooms

Damien Lyons, Muriel Wells

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


This paper presents a study of teachers’ perceptions of ‘21st century literacy’ practices and the dilemmas teacher[s] face when these perceptions clash with the policies and the practices they feel are expected of them. Using narrative inquiry as its methodology, the paper presents 3 themes identified within the study, namely: ‘Teachers’ insights into 21st century literacy, ‘Teachers’ perceptions of necessary 21st century literacy skills for Year 6 students’ and ‘Influences on teachers’ literacy pedagogical decision-making and practice’. The narratives present two teachers’ perceptions (and misperceptions) of 21st century literacy, their pedagogical approaches, and how various factors influence their work. The paper considers how various factors influence teachers’ pedagogical practices, and highlights discrepancies between teachers’ professional beliefs and their practices based on external classroom influences. Narrative offers an insider’s view of how these discrepancies are lived out in two Victorian classrooms.
Original languageEnglish
Title of host publicationProceedings of Australian Association for Research in Education Conference 2015
EditorsMargaret Baguley
Place of PublicationDeakin ACT Australia
PublisherAustralian Association for Research in Education
Number of pages12
Publication statusPublished - 2015
Externally publishedYes
EventInternational Conference of the Australian Association for Research in Education 2015 - University of Notre Dame, Fremantle, Australia
Duration: 29 Nov 20153 Dec 2015


ConferenceInternational Conference of the Australian Association for Research in Education 2015
Abbreviated titleAARE 2015

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