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Technology and multimodal texts must be included as part of the
literacies we teach in 21st century schools. Implementing multiple
modes of literacy requires that teachers shift their focus toward
multiple genres and modes of text. This shift to the visual
requires that teachers consider how students read images in the
classroom, address visual literacy, and engage students in
constructing visual texts. Students already live and communicate in
a virtual world connected by expansive networks, and many also read
young adult literature. Given this, researchers and practitioners
in the field examine ways texts written for students can be
combined with digital tools to craft more critical conversations
around literary response and digital media consumption and
production. This book explores ways adolescents read, engage, and
construct meaning within the world around them and examines how
teachers can leverage the use of young adult literature with
digital practices within their classrooms.
This book considers the practical intersection between digital
media and young adult texts. In these books, teachers and teacher
educators offer practical examples for engaging students with
crafting critical responses to young adult literature through
digital spaces. It examines how teachers can use these spaces to
help students encounter, evaluate, and engage in the world in which
they live. Young adult literature offers a vehicle through which
students can discuss and explore the world in a more removed
manner, while digital media offers a paradigm for helping students
craft multimodal responses that extend beyond the traditional
literary essay. This intersection asks teachers to consider how
they are asking students to interact with the texts they read. It
asks them to invite students to enter and contribute to broader
conversations through the production of their own texts. This book
illustrates pedagogical principles in practice, showing what is
possible in literature study in classrooms.
Technology and multimodal texts must be included as part of the
literacies we teach in 21st century schools. Implementing multiple
modes of literacy requires that teachers shift their focus toward
multiple genres and modes of text. This shift to the visual
requires that teachers consider how students read images in the
classroom, address visual literacy, and engage students in
constructing visual texts. Students already live and communicate in
a virtual world connected by expansive networks, and many also read
young adult literature. Given this, researchers and practitioners
in the field examine ways texts written for students can be
combined with digital tools to craft more critical conversations
around literary response and digital media consumption and
production. This book explores ways adolescents read, engage, and
construct meaning within the world around them and examines how
teachers can leverage the use of young adult literature with
digital practices within their classrooms.
This book considers the practical intersection between digital
media and young adult texts. In these books, teachers and teacher
educators offer practical examples for engaging students with
crafting critical responses to young adult literature through
digital spaces. It examines how teachers can use these spaces to
help students encounter, evaluate, and engage in the world in which
they live. Young adult literature offers a vehicle through which
students can discuss and explore the world in a more removed
manner, while digital media offers a paradigm for helping students
craft multimodal responses that extend beyond the traditional
literary essay. This intersection asks teachers to consider how
they are asking students to interact with the texts they read. It
asks them to invite students to enter and contribute to broader
conversations through the production of their own texts. This book
illustrates pedagogical principles in practice, showing what is
possible in literature study in classrooms.
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