Abstract

This study explored secondary English Language Arts teachers' knowledge of, attitudes towards and needs in the use of new literacies in the classroom. Using a mixed method research design, secondary I-IV teachers were asked to complete a questionnaire containing both open- and closed-ended questions exploring the central phenomenon: What do teachers already know and still need to learn about using new literacies comfortably in their classrooms? Following analysis, four questionnaire participants were selected using typical sampling procedures, to participate in one unstructured interview in order to gain a deeper understanding about the trends and themes that emerged in the questionnaire. Implications of the findings for teachers, administrators, policymakers and researchers are discussed