| dc.contributor.author | HAMSTON, J. | en_US |
| dc.date.accessioned | 2014-05-22T01:30:54Z | |
| dc.date.available | 2014-05-22T01:30:54Z | |
| dc.date.issued | 2006 | en_US |
| dc.identifier.issn | 1038-1562 | en_US |
| dc.identifier.uri | http://hdl.handle.net/11343/30669 | |
| dc.language | eng | en_US |
| dc.subject | Curriculum and Pedagogy | en_US |
| dc.title | Pathways to multiliteracies: Student teachers' critical reflections on a multimodal text | en_US |
| dc.type | Journal Article | en_US |
| melbourne.peerreview | Peer Reviewed | en_US |
| melbourne.affiliation | The University of Melbourne | en_US |
| melbourne.affiliation.department | Melbourne Graduate School of Education | en_US |
| melbourne.source.title | Australian Journal of Language and Literacy | en_US |
| melbourne.source.volume | 29 | en_US |
| melbourne.source.issue | 1 | en_US |
| melbourne.source.pages | 38-51 | en_US |
| dc.description.pagestart | 38 | en_US |
| melbourne.publicationid | 55215 | en_US |
| melbourne.elementsid | NA | |
| melbourne.contributor.author | Hamston, Julie | |
| melbourne.accessrights | This item is currently not available from this repository | |
