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This book argues for the value of digital literacy in the
multilingual writing classroom. Against the background of huge
changes in literacy practices prompted by online communication, and
a growing acceptance of a broader definition of academic literacy
that encompasses multimodality, the book examines the relationship
between digital and print literacies and addresses the design of
literacy spaces for multilingual classrooms. The author critically
evaluates the latest developments in the use of technology in
multilingual writing spaces, and focuses on the role of teachers in
their design; it also addresses areas that are not often discussed
in relation to multilingual students, from blogging to publishing
and intellectual property. The book will help teachers meet the
challenges created by rapidly shifting technology, as well as
making an innovative contribution to research on multilingual
writing classrooms.
This book argues for the value of digital literacy in the
multilingual writing classroom. Against the background of huge
changes in literacy practices prompted by online communication, and
a growing acceptance of a broader definition of academic literacy
that encompasses multimodality, the book examines the relationship
between digital and print literacies and addresses the design of
literacy spaces for multilingual classrooms. The author critically
evaluates the latest developments in the use of technology in
multilingual writing spaces, and focuses on the role of teachers in
their design; it also addresses areas that are not often discussed
in relation to multilingual students, from blogging to publishing
and intellectual property. The book will help teachers meet the
challenges created by rapidly shifting technology, as well as
making an innovative contribution to research on multilingual
writing classrooms.
Plagiarism and intellectual property law are two issues that affect
every student and every teacher throughout the world. Both concepts
are concerned with how we use texts - print, digital, visual, and
aural - in the creation of new texts. And both have been viewed in
strongly moral terms, often as acts of 'theft'. However, they also
reflect the contradictory views behind norms and values and
therefore are essential to understand when using all forms of texts
both inside and outside the classroom. This book discusses the
current and historical relationship between these concepts and how
they can be explicitly taught in an academic writing classroom.
Grounded in applied linguistics research and composition theory and
practice, "Technologies in the Second Language Composition
Classroom "encourages teachers to explore the role technology can
play in the acquisition of writing for second language students.
This research-based volume supports the incorporation of technology
into classrooms, providing students with motivation and tools to
develop their writing skills. The book provides not only an
intellectually engaging perspective on the on-going debates
regarding technologically enhanced writing and writing pedagogy,
but it also delves in to the technologies themselves, from blogs
and blogging to computer-mediated discourse and concordancing.
Technology is a growing and rapidly evolving presence in academia,
and Joel Bloch brings an informed approach to understanding its
place and potential benefits in the classroom. Each chapter
includes reflection questions that will help individual readers
apply the theories and ideas to their own classrooms. This book
will interest ESL teachers in training, teacher educators, current
ESL instructors, and researchers and scholars in the area of ESL
writing and technology.
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R398
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