|
Showing 1 - 2 of
2 matches in All Departments
New literacies have been researched with various age groups in a
variety of settings, illustrating how text uses differ across
contexts and highlighting stark divides between schooled and
out-of-school literacies. Not surprisingly, schools have difficulty
staying abreast of the technological and social aspects associated
with new literacies. New Literacies Practices: Designing Literacy
Learning takes into account these two concerns - the dichotomy of
contextual uses of new literacies across spaces, and concerns that
schooled instructional attempts with new literacies reify
conventional literacy practices. Authors in this volume include
classroom teachers and researchers who begin from a stance that in
an interconnected, multimodal world, new literacies exist across
spaces. It is no longer appropriate to consider if literacies
between contexts, such as out-of-school and in-school, dovetail.
Instead, we must shape examinations according to how they dovetail.
The essays in this volume forge the amorphous divide between
out-of-school and in-school literacies through a design of pedagogy
and examine how teachers and researchers collaborate to design
instruction that accounts for students' new literacies. This book
acknowledges that new literacies must be embedded into the
curriculum, not just included as an add-on course or activity to
the school day.
New literacies have been researched with various age groups in a
variety of settings, illustrating how text uses differ across
contexts and highlighting stark divides between schooled and
out-of-school literacies. Not surprisingly, schools have difficulty
staying abreast of the technological and social aspects associated
with new literacies. New Literacies Practices: Designing Literacy
Learning takes into account these two concerns - the dichotomy of
contextual uses of new literacies across spaces, and concerns that
schooled instructional attempts with new literacies reify
conventional literacy practices. Authors in this volume include
classroom teachers and researchers who begin from a stance that in
an interconnected, multimodal world, new literacies exist across
spaces. It is no longer appropriate to consider if literacies
between contexts, such as out-of-school and in-school, dovetail.
Instead, we must shape examinations according to how they dovetail.
The essays in this volume forge the amorphous divide between
out-of-school and in-school literacies through a design of pedagogy
and examine how teachers and researchers collaborate to design
instruction that accounts for students' new literacies. This book
acknowledges that new literacies must be embedded into the
curriculum, not just included as an add-on course or activity to
the school day.
|
|
Email address subscribed successfully.
A activation email has been sent to you.
Please click the link in that email to activate your subscription.