Print‐based literacy is no longer sufficient for the global digital age. However, distribution of the resources needed to learn new literacies is unequal. The authors describe a qualitative case study conducted with teachers in Kenya who participated in a professional development series on new literacies and inquiry. The professional development involved an inquiry‐based literacy approach that is technology‐rich and learner‐centered. Three themes emerged from the data: shifting to learner‐centered pedagogies: “I’m inspired to improve my teaching”; change is slow but coming: “We need to be empowered with more information about new technologies”; and strategies for teaching new literacies: “Creating is better than just talking.” The discussion focuses on the enduring challenges for educational transformation in Kenya coupled with the substantive changes that are being made by pioneering Kenyan educators.

中文翻译：

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教授新的文学和探究：在肯尼亚实现教育变革的基层努力

对于全球数字时代，基于印刷的读写能力已不再足够。但是，学习新文学所需的资源分配是不平等的。作者描述了与肯尼亚教师进行的定性案例研究，这些教师参加了有关新文学和探究的专业发展系列。专业发展涉及基于查询的识字方法，该方法技术丰富且以学习者为中心。数据中出现了三个主题：转向以学习者为中心的教学法：“我受到启发来改进自己的教学”；变化是缓慢的，但即将到来：“我们需要获得有关新技术的更多信息的授权”；教学新文学的策略：