New Literacies Practices: Designing Literacy Learning / Edition 1

by Michele Knobel, Colin Lankshear, Michael Adrian Peters, Margaret Carmody Hagood

Overview

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.

Product Details

ISBN-13:	9781433104442
Publisher:	Peter Lang Inc., International Academic Publishers
Publication date:	09/30/2009
Series:	New Literacies and Digital Epistemologies , #37
Pages:	188
Product dimensions:	6.30(w) x 9.06(h) x (d)

About the Author

The Editor: Margaret C. Hagood is Associate Professor of Literacy Education at the College of Charleston, where she directs research of the Center for the Advancement of New Literacies. She has co-authored Popular Culture in the Classroom and a forthcoming book about using pop culture in instruction. Her work on new literacies and identities appears in Reading Research Quarterly, Middle School Research Journal, and Reading and Writing Quarterly.

Table of Contents

Contents: Margaret C. Hagood: Introduction: Designing Learning with New Literacies – Michael Bitz: The Tupac Effect: A Case for Socially Relevant Education – Amy Suzanne Johnson/Achariya Tanya Rezak: «We Want Some Pancakes!» Teaching for Critical Media Literacies with Pancake Mountain – Barbara J. Guzzetti: Adolescents’ Explorations with Do-It-Yourself Media: Authoring Identity in Out-of-School Settings – A. Jonathan Eakle: Crossing Spaces of In-School and Out-of-School Literacies Through Museum and Classroom Design, Production, and Consumption Practices – Melissa I. Venters: Day of Tears: Day of Desperation: Using Blogging to Make Social Studies Content Engaging and Comprehensible – Emily N. Skinner/Melanie J. Lichtenstein: Digital Storytelling Is Not the New PowerPoint: Adolescents’ Critical Constructions of Presidential Election Issues – Jennifer Rowsell: Artifactual English: Transitional Objects as a Way into English Teaching – Mary C. Provost/Andrea M. Babkie: New Literacies and Special Education: Current Practice and Future Promise – Paula E. Egelson: Vignettes of Successful Middle School Teachers Who Use New Literacies.