Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed. Copyright © 2009 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.
|Journal||Knowledge Management and E-Learning|
|Publication status||Published - 2009|
CitationLi, H., & Rao, N. (2009). Multiple literacies: Beliefs and related practices among Chinese kindergarten teachers. Knowledge Management & E-Learning, 1(4), 269-284. https://doi.org/10.34105/j.kmel.2009.01.019
- Multiple literacies
- Early childhood
- Chinese kindergarten teachers
- Hong Kong