Fostering student agency and teacher leadership through augmented reality-mediated learning

There is a rise in the integration of augmented reality (AR) in education in recent years. This emerging medium is less explored in literacy education, yet the new textual form is necessary for adapting to the changes in the world of literacy. The chapter examines students' active use of bodily movement in AR-mediated literacy learning and addresses the issue of the relationships between literacy, body, space, and new media in a primary school classroom in Australia. The findings presented are based on the systemic functional-multimodal discourse analysis of classroom observations. Data includes the multimodal instructions provided by an AR app as well as students' work samples, specifically their AR compositions. These findings provide insights into students' agentive meaning making processes and teachers' leadership in expanding students' metalanguages in AR-mediated learning.