ABSTRACT
Bringing digital resources into the classroom is not a simple matter. Associated practices can disrupt classroom routines and sit uncomfortably with literacy curricula focused on individual attainment, measured using fixed paper-based outcomes (Burnett, 2011a). And institutional practices, in turn, may be significant to how digital environments are taken up (Wohlwend et al., 2011). Such disruption, however, can provide an important opportunity to look again at the process of meaning-making in educational contexts. How is the classroom context significant to the kind of meaning-making that happens around digital resources? And how might we view the classroom context differently in the light of what we notice about what’s going on? Paying close attention to disruptions can make an important contribution to literacies research, as it can lead us to reexamine some of the foundations of established literacy pedagogy and practice.
