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This volume makes an important contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Contributing authors represent a wide variety of theoretical and research perspectives. Each chapters provides a fresh perspective into a different site for literate behavior and relationships. Freeing literacy from a specific site or set of practices allows us to see it as a way to consider the experiences, memories, and histories of those who use literacy to make meaning in their lives.
With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning—and the changing nature of literacy itself—in today's K–12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to integrating technology into traditional, print-centered reading and writing instruction are described. Also discussed are ways to teach the new skills and strategies that students need to engage effectively with digital texts. The book is unique in examining new literacies through multiple theoretical lenses, including behavioral, semiotic, cognitive, sociocultural, critical, and feminist perspectives.
"This book will help readers understand the ways in which literacy is changing around the world, and to keep up to date with literacy research and reporting techniques"--Provided by publisher.
Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers.
Previous ed.: Boston, Mass.: London: Allyn & Bacon, 2010.
Teaching Middle School Language Arts is the first book on teaching middle school language arts for multiple intelligences and related 21st century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students in public and private schools. Thousands more teachers join these ranks annually, especially in the South and West, where ethnic populations are ballooning. Teachers and administrators seek practical, time-efficient ways of teaching language arts to 21st century adolescents in increasingly multicultural, technologically diverse, socially networked communities. They seek sound understanding, practical advice, and proven strategies for connecting diverse literature to 21st century societies while meeting state and professional standards. Teaching Middle School Language Arts provides strategies and resources that work. Roseboro's book provides an entire academic year of inspiring theory and instruction in multimedia reading, writing, and speaking for the 21st century literacies that are increasingly required in the United States and Canada. An appendix includes supplementary documents to adapt or adopt, and a companion web site is designed to continue communication with readers.
The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students.
Equipping students for their future begins by helping them become digital leaders now. Students need to learn how to leverage social media to connect to people, passions, and opportunities to grow and make a difference. Social LEADia offers insight and engaging stories to help you shift the focus from digital citizenship to digital leadership.
"This book explores various learning mediums and their consequences within a classroom context to synchronize understanding within the schooling fields"--Provided by publisher.
These profoundly courageous teachers and researchers will be an inspiration to others . . . . They work to offer opportunities for their students to grow as competent and complete individuals accepting responsibility for the society in which they live. - Cecily O'Neill Students are often asked to imagine themselves into the shoes of another person - an historical figure, a literary character, a contemporary political or social figure - then to consider life from that person's perspective. But what if they could really step into that person's life? Experience different conditions? Make decisions based on someone else's biases, knowledge, and intuition? With process drama they can, and Process Drama and Multiple Literacies will show you how. Process Drama and Multiple Literacies takes you inside nine classrooms where process drama successfully taps students' multiple literacies, integrates content from across the curricular areas, and develops students' social and critical awareness. These classrooms span a wide range of ages, and their stories will show you how this technique allows students to view the world from multiple perspectives by involving them in situations where they must make informed decisions. And far from simple classroom plays, process dramas are conceived and enacted by students in response to the issues and questions raised by content in the curriculum and by the world. Backed by research, filled with smart ideas for introducing process drama into your teaching, and illustrative of a variety of classrooms and process-drama projects, Process Drama and Multiple Literacies will help your students see the world through different eyes.