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Informationen zum Autor Cathy Burnett is Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University where she leads the Language and Literacy in Education Research Group. Her research interests focus on relationships between technology, literacy and education. A previous editor of Literacy , she has published widely in the areas of literacy, technology and education, including the co-edited collections New Literacies around the Globe: policy and pedagogy (2014), Literacy, Media, Technology: past, present and future (2017) and The case of the iPad: Mobile literacies in education (2017). She is President Elect of the United Kingdom Literacy Association. Guy Merchant is Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University. He specialises in research into digital literacy and the inter-relations between children and young people, and new technologies of communication. He is widely published in international journals and is a founding editor of the Journal of Early Childhood Literacy . The ground-breaking Web 2.0 for Schools was co-authored with Julia Davies, and he has since co-edited a number of collections including Virtual Literacies (2013), New Literacies around the Globe (2014), Literacy, media, technology: past, present, future (2017) and The Case of the iPad (2017 ) . He is active in literacy education and professional work, including writing curriculum materials and professional publications. Klappentext Drawing on research exploring new media practices, this book explains and encourages classroom activity that makes purposeful and appropriate use of new media and is underpinned by a set of guiding principles for teaching literacy in contemporary times. Zusammenfassung Drawing on research exploring new media practices, this book explains and encourages classroom activity that makes purposeful and appropriate use of new media and is underpinned by a set of guiding principles for teaching literacy in contemporary times. Inhaltsverzeichnis Chapter 1: The challenge of 21st century literacies Chapter 2: Acknowledge the changing nature of meaning making Chapter 3: Recognise and build on children's linguistic, social and cultural repertoires Chapter 4: Acknowledge diverse modes and media Chapter 5: Recognise the affective, embodied and material dimensions of meaning making Chapter 6: Encourage improvisation and experimentation Chapter 7: Use playful pedagogies Chapter 8: Create opportunities to work with the provisionality of digital media Chapter 9: Provide contexts that facilitate criticality Chapter 10: Promote collaboration around and through texts in negotiating meaning Chapter 11: Making the future together ...
List of contents
Chapter 1: The challenge of 21st century literacies
Chapter 2: Acknowledge the changing nature of meaning making
Chapter 3: Recognise and build on children's linguistic, social and cultural repertoires
Chapter 4: Acknowledge diverse modes and media
Chapter 5: Recognise the affective, embodied and material dimensions of meaning making
Chapter 6: Encourage improvisation and experimentation
Chapter 7: Use playful pedagogies
Chapter 8: Create opportunities to work with the provisionality of digital media
Chapter 9: Provide contexts that facilitate criticality
Chapter 10: Promote collaboration around and through texts in negotiating meaning
Chapter 11: Making the future together
Report
Two established and innovative scholars partnered with classroom practitioners to generate new knowledge of how to support expansive meaning making for children in contemporary times what s not to love? The book s pedagogical principles are essential and expertly explicated and illustrated. This book will be cherished by academics, students, and teachers.
Rachel Heydon
