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This book provides activities and examples that use technological tools to help students learn how to create digital texts. This book also provides a basis for creating novel classroom activities that encourage students to define purpose and audience, make textual links, collaborate, gain new perspectives, and construct identities through writing.
List of contents
Preface Acknowledgements Chapter 1. Introduction Chapter 2. Planning for an Activity-Based Approach to Understanding and Creating Digital Texts Chapter 3. Accessing Information for Constructing Knowledge Chapter 4. Curating, Organizing, and Summarizing Information Chapter 5. Networking and Connecting with Others through Note-taking, Social Bookmarking, and Social Media/Networking Chapter 6. Engaging in Online Discussions Chapter 7. Co-constructing Knowledge through Collaborative Writing Chapter 8. Composing Multimodal Texts through Use of Images, Audio, and Video Chapter 9. Designing and Editing Texts for Audiences Chapter 10. Using New Technologies for Formative Response to Writing Chapter 11. Summative Assessment of Digital Reading and Writing Chapter 12. Professional Development for Teachers References Index About the Authors
About the author
Richard Beach is professor emeritus of English education at the University of Minnesota, Twin Cities. Beach was also president of the Literacy Research Association from 2012 to 2013, and has co-authored numerous titles on literacy including Using Apps for Learning Across the Curriculum (2014) and Teaching to Exceed the English Language Arts Common Core State Standards (2012).
Chris Anson is University Distinguished Professor and director of the Campus Writing and Speaking Program in the department of English at North Carolina State University. Anson is also chair of the Conference on College Composition and Communication, as well as the co-author of The Longman Handbook for Writers and Readers, 6th ed. (2011) and the editor of 75 Readings Across the Curriculum: An Anthology (2006).
Lee-Ann Breuch is associate professor in the department of Writing Studies, University of Minnesota, Twin Cities, and the author of Virtual Peer Review: Teaching and Learning about Writing in Online Environments (2004).
Thomas Reynolds is associate professor, in the department of Writing Studies, University of Minnesota, Twin Cities, and has written journal articles and book chapters on student writers and their work.
Summary
This book provides activities and examples that use technological tools to help students learn how to create digital texts. This book also provides a basis for creating novel classroom activities that encourage students to define purpose and audience, make textual links, collaborate, gain new perspectives, and construct identities through writing.
