Digital Literacies
Kaup valmöguleikar
Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice.
This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online.
Nánar um bókina
- Taylor & Francis
- 9781000538885
- 9781032201610
- ePub
- 2
- Mark Pegrum; Nicky Hockly; Gavin Dudeney
- English
- 2022-05-11
- 100
- 2
- 2
Kaflar
- Cover
- Half-Title
- Series
- Title
- Copyright
- Contents
- Author biographies
- Preface
- Acknowledgements
- I From research to implications
- Diverse literacies for a superdiverse era
- The Framework of Digital Literacies 3.0
- Box I.1 What hardware, software and connectivity do we need
- First focus: Communicating
- Print literacy
- Texting (and reconstructive) literacy
- Box I.2 What happened to our digital natives?
- Hypertext literacy
- Multimodal literacy
- Box I.3 Do social media belong in our classrooms?
- Immersive (and gaming/XR) literacy
- Spatial literacy
- Mobile literacy
- Box I.4 Does the digital divide still matter?
- Code (and technological/AI) literacy
- Second focus: Informing
- Tagging (and hashtag) literacy
- Search literacy
- Box I.5 Can we trust Wikipedia?
- Filtering literacy
- Information (and data) literacy
- Box I.6 How should we deal with fake news?
- Third focus: Collaborating
- Personal (and security) literacy
- Box I.7 How can we protect our students (and ourselves) online?
- Network literacy
- Box I.8 Why do our students need personal learning networks?
- Participatory literacy
- Box I.9 How much should we worry about censorship and surveillance?
- Intercultural literacy
- Ethical literacy
- Fourth focus: (Re)designing
- Attentional literacy
- Box I.10 Does multitasking work?
- Critical (and critical mobile/material/philosophical/academic) literacy
- Box I.11 What do digital technologies mean for people and the planet?
- Remix literacy
- Box I.12 How do we deal with copyright and plagiarism?
- Looking ahead
- Further reading
- II From implications to application
- Box II.1 Will digital technologies improve our students’ learning?
- Box II.2 What if we have to teach language classes fully online?
- The TPACK framework for integrating technology use
- Box II.3 Who’s afraid of teaching with edtech?
- The SAMR model for improving technology use
- The T3 framework for extending technology use
- Design justice
- The Digital Activities Grid
- The Digital Tools Grid
- The Digital Risks Grid
- 45 Activities
- Activity 1. Technology past and present
- Activity 2. Becoming digitally literate
- Activity 3. Writing the news
- Activity 4. Extreme weather
- Activity 5. Cryptic messages
- Activity 6. Sports linking
- Activity 7. Building links
- Activity 8. Food boards
- Activity 9. Copycat
- Activity 10. Envisioning the facts
- Activity 11. Sales techniques
- Activity 12. Showcasing hobbies
- Activity 13. Selling English
- Activity 14. Avatars
- Activity 15. Peeling back history
- Activity 16. Spaced out
- Activity 17. A picture a day
- Activity 18. Mobile rules
- Activity 19. This is us
- Activity 20. Living on the edge
- Activity 21. My digital assistant
- Activity 22. Travel clouds
- Activity 23. Hashtag activism
- Activity 24. Search race
- Activity 25. Search me
- Activity 26. News in my networks
- Activity 27. Digital social circles
- Activity 28. Tree octopus
- Activity 29. Fun facts
- Activity 30. Faking it
- Activity 31. Tracking personal wellness
- Activity 32. Footprints in the wires
- Activity 33. Setting the scene
- Activity 34. Going viral
- Activity 35. A class PLN
- Activity 36. Our city guide
- Activity 37. Pictorial vocab bank
- Activity 38. Questioning stereotypes
- Activity 39. Sign me up
- Activity 40. Turn off, tune out
- Activity 41. Ever mindful
- Activity 42. An ethical phone?
- Activity 43. Our digital planet
- Activity 44. Keep calm and carry on learning English
- Activity 45. Said no student ever
- Future learning
- III From application to implementation
- Incorporating activities into the syllabus
- The coursebook-driven approach
- The topic-driven approach
- The digital literacies-driven approach
- Choosing activities for different levels and contexts
- Students’ linguistic competence
- Students’ technological competence
- Teachers’ technological competence
- Overall complexity
- Contexts
- Teaching in technology-limited environments
- Assessing digital work
- A digital assessment matrix
- Assessing through e-portfolios
- IV From implementation to research
- Conducting and sharing action research and design-based research
- Building and maintaining personal learning networks
- Choosing platforms for personal learning networks
- Other social media
- Blogs
- Working across platforms
- Further reading
- References
- Activity Keys