Investigating TPACK as professional knowledge for Australian literacy teachers

![CDATA[The evolving nature of literacy necessitates new bodies of professional knowledge that equip literacy teachers for effective teaching in the digital age. Identifying technological pedagogical content knowledge (TPACK) for literacy teaching is defensibly crucial to teacher education programs. While recommendations for new literacies have been put forward by literacy researchers, less is reported about the knowledge that literacy teachers need to develop students’ metalanguage for responding to and composing multimedia and multimodal texts. Critical investigations of what constitutes literacy teachers’ TPACK for negotiating a range of texts across modes, mediums, and contexts with their students warrant further research to inform reforms in literacy education.]]