Ekaterina Tour

Ekaterina Tour
Monash University (Australia) · Faculty of Education

About

36
Publications
16,967
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
403
Citations
Introduction
Digital/new literacies The use of digital technologies in language education including TESOL Digital parenting Transmedia storytelling/narrative Multimodality and visual pedagogies Digital media and learning Critical pedagogy and technology Sociocultural theories of language, technology and education Visual research methodology Virtual ethnography

Publications

Publications (36)
Article
Full-text available
This article addresses a critical gap in international research concerning digital literacies and empowerment among adults who are English as an additional language (EAL) learners. In the Australian context, where digital communication and services are embedded in all aspects of life and work, proficiency in digital literacies, including advanced t...
Presentation
Matt Sroka talks with Katrina Tour and Ed Creely about a framework they developed with colleagues for teaching Digital literacies to adults from migrant and refugee backgrounds. This framework is interesting and important in its own right, but their work also offers valuable tools and guidance for literacy teachers and scholars across various field...
Article
Full-text available
The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Prog...
Article
Full-text available
Background In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy. Objectives Research on young children's digital literacy practices at home was...
Article
Full-text available
In countries such as Australia, the bi/multilingual student demographic is increasing. Bi/multilingual students are commonly learning alongside monolingual students and also Indigenous and first-and-second-generation immigrant students who have a great range of exposure to heritage languages. In this article, we explore how literacies and language...
Article
Full-text available
Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 3...
Article
Full-text available
It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss ho...
Article
While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration stat...
Conference Paper
Full-text available
This conference paper is an introduction to the new Adult Migrant English Program (AMEP) Framework and Guide (2022) for digital literacies in the Australian context.
Article
Full-text available
It is well-established in both scholarship and policy documents that students’ home language practices can be leveraged as a key resource for their learning. However, it can be challenging for teachers to embed students’ language resources in class activities in ways that link to wider learning objectives. We report how the inclusion of home langua...
Article
Full-text available
The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as ‘consultant coaches’ in one Australian school over the duration of one school year, we co-constructed strategies to su...
Book
Full-text available
Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programmes for newly arrived adults from migrant and refugee backgrounds. Enhancing Digital Literacies with Adult English Language Learners takes readers inside Langfield,...
Article
Securing the quality of Australian education is a key policy target, and teaching workforce development has long been identified as the means to that end. This case of personalised professional learning in a school through a series of interactions between teachers and university-employed teacher educators (as academic coaches) speaks to teachers’ p...
Article
Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital m...
Article
A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching d...
Article
Full-text available
Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and imme...
Article
Teaching digital literacies as social practices is challenging for many English as an Additional Language (EAL) practitioners. There is not much research that offers effective approaches and specific examples. Drawing on the ‘3D’ model (Green [2002]. “A Literacy Project of Our Own.” English in Australia 134: 25–32), this exploratory study developed...
Article
Using a sociocultural perspective and a case study design, this research examined how three migrant parents in Australia viewed and supported children’s learning in digital spaces and the reasons behind these perspectives and practices. The study found that the participating parents mainly valued and actively supported technology‐based mechanical l...
Article
It has been widely acknowledged that learners of English as an additional or second language need to develop rich repertoires of digital literacies to be able to read, write, and communicate in digital spaces in English. However, finding appropriate approaches is challenging for many practitioners, and teaching digital literacies often focuses on b...
Conference Paper
Full-text available
It is widely acknowledged that to be able to teach digital literacies as an integral part of second language (L2) education, teachers need to engage in relevant professional learning. However, there appears to be lack of understanding as to what counts as relevant professional learning (PL) for L2 contexts, which has its own specificities. In respo...
Article
Full-text available
Digital technologies are increasingly used by children and adults in their everyday lives and these practices have attracted researchers’ and practitioners’ attention. However, everyday digital literacy practices are difficult to examine. They require appropriate research methods and visual methods have potential here. Although some visual methods...
Chapter
Since desktop computers were introduced into educational settings in the late 1970s, researchers have been trying to find ways to explain the meaning-making processes involved when digital technologies are used that might inform curriculum and pedagogy. Much important work has been done to devise effective ways to investigate the complex connection...
Article
In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self-initiated professional learning. Contributing to the debates about...
Article
It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as meaning...
Article
Full-text available
Over the last few years there have been important calls for new literacies to become an integral part of language education. Yet traditional approaches to technology continue to persist in many contexts. Although the role of teachers in this problem has been acknowledged, little is known about how teachers’ everyday digital literacy practices influ...
Chapter
Full-text available
Since desktop computers were introduced into educational settings in the late 1970s, researchers have been trying to find ways to explain the meaning-making processes involved when digital technologies are used that might inform curriculum and pedagogy. Much important work has been done to devise effective ways to investigate the complex connection...
Article
Full-text available
A significant body of literacy and language research over the last two decades has been informed by a sociocultural perspective and an associated qualitative design, which are often seen as valuable and appropriate for researching literacy. As an emergent researcher, whose understanding of language education was mostly informed by individualistic p...
Article
Full-text available
Recent decades have been characterised by dramatic technological and socioeconomic changes which have had significant influence on the social realm in terms of human lives, employment and professional practices. In the context of globalisation, these transformations have important implications for the TESOL field – learners need a wide range of sop...
Chapter
Full-text available
In the era of globalisation, ESL (English as a second language) speakers frequently engage in technology-mediated international business, culture, science and education. They need to be able to participate in these practices in meaningful, intelligent and reflective ways. This requirement highlights the importance of developing students' critical c...
Chapter
Full-text available
The use and ongoing advances of Information and Communication Technologies (ICT) have increased opportunities for different practices in everyday living, learning, work and entertainment. In many countries, digital technology has become not only a significant element of life but also an important demand placed on people by society and its instituti...
Article
Full-text available
In Australia, information and communication technologies (ICT) are a significant element of a multicultural and multilingual society. However, some people (in particular, international students, immigrants, refugees) may experience many challenges because they use technology in English as their second language (ESL) and in a new sociocultural envir...

Network

Cited By