Rethinking identity and literacy education in the 21st century:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York
Teachers College, Columbia University
[2011]
|
| Schriftenreihe: | Yearbook of the National Society for the Study of Education
110,1 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | VI, 282 S. graph. Darst. |
Internformat
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Datensatz im Suchindex
| _version_ | 1804143902496653312 |
|---|---|
| adam_text | IMAGE 1
NATIONAL SOCIETY FAR THE STUDY CF EDUCATION
THE 1 10 TH YEARBOOK I ISSUE 1 NSSE
INU ODUCTION: (RE)CONCEPTUALIZING I/IDENTITY JE NIFER ROWSELL AND SANDRA
SCHAMROTH ABRAMS THIS INTRODUCTORY EHAPTER EXPLORES ISSUES OF IDENTITY
IN TERMS OF SOCIOCULTURAL AND EOGNITIVE ELEMENTS, REEONEEPTUALIZING
I/IDENTITY TO ACCOUNT FOR REPRESENTATIONS OF
NUANEED BEHAVIOR, AECUMULATED KNOWLEDGE, AND SELJ-EFFIEACY. INSPIRED
L7YFAMES PAUL GEE S EXAMINATION OF D/DISCOURSE, WE PROPOSE THE
I/IDENTITY FRAMEWORK TO HELP SITUATE THE MULTIMODAL AND MULTIFAEETED
EXAMPLES OF 21ST EENTURY MEANING MAKING THAT ARE INTERWOVEN THROUGHOUT
THE EHAPTERS OF THIS ISSUE, RETHINKING
IDENTITY AND LITERACY EDUCATION IN THE 21ST CENTURY.
MULTIMODALITIES AND I/IDENTITY
MY FAMILY, MY STORY 17
KATE PAHL THE STUDY WAS OF A DIGITAL STORYTELLING PROJECT WITH A GROUP
OFFAMILIES IN NORTH YORKSHIRE. THE STUDY EXPLORED MEANING-MAKING
PRACTICES ACROSS GENERATIONS USING A NUMBER OF MULTIMODAL TOOLS,
INCLUDING DRAWING, WRITING, DIGITAL AUDIO, STILL PHOTOGRAPHS, AND MOVING
IMAGE MEDIA.
THE WORK OF WRITING 40
MARY KALANTZIS AND BILL COPE THIS EHAPTER EXPLORES THE IMPLIEATIONS OF
THE NEW DIGITAL MEDIA FOR
EOMMUNIEATING AND REPRESENTING MEANING. THE EHAPTER DISCUSSES THE
POSSIBLE PEDAGOGIEAL RESPONSES TO THIS EHANGING CONTEXT, WITH PARTICULAR
REFERENEE TO THE WORK OF TEAEHERS PARTICIPATING IN THE LEARNING
L7YDESIGN PROJECT.
REIMAGINING PEDAGOGIES FOR MULTIMODAL SELVES 89
LALITHA VASUDEVAN IN THIS EHAPTER, THE EONEEPT OF MULTI MODAL SELVES IS
USED TO EXPLORE THE LITERACIES OF ADOLESEENTS AS RESEAREHED WITHIN THE
CONTEXT OF TWO ETHNOGRAPHIE STUDIES. FOLLOWING A DISCUSSION OF THE
MULTIMEDIATED TERRAINS OF ADOLESEENTS LITERACIES, THE
EHAPTER EONCLUDES WITH QUESTIONS FOR FURTHER EONSIDERATION THAT EMERGE
FROM A CRITICAL ENGAGEMENT WITH MULTIMODALITY IN DESIGNING LITERACY
PEDAGOGY.
IMAGE 2
IV NATIONAL SOCIETY JOTTHE STUDY OJ EDUCATION
SPACE AND STORY
MOVING ON/KEEPING PACE 109
DONNA E. ALVERMANN THIS ARTICLE IS AN INTERPRETIVE ANALYSIS OF RECENT
RESEARCH THAT SUGGESTS THE FOLLOWING: THE WORK OF STUDENTS WHO
SELJ-IDENTIFY AS USERS AND PRODUCERS OF MULTIMODAL DIGITAL TEXTS IS
RARELY VISIBLE TO THEIR TEACHERS, INSTITUTIONAL CONTEXTS FOR
SECONDARY SCHOOLING AND LITERACY TEACHER EDUCATION MAY WITTINGLY OR
UNWITTINGLY CONTRIBUTE TO THIS INVISILJILITY, AND YET, DESPITE THIS
INVISILJILITY, CLASSROOM TEACHERS, SCHOOLLIBRARY MEDIA SPECIALISTS, AND
TEACHER EDUCATORS ARE INCREASINGLY BECOMING AWARE OF THE INSTRUCTIONAL
IMPLICATIONS OF YOUNG PEOPLE S USES OF MULTIMODAL
DIGITAL TEXTS TO CONSTRUCT ONLINE LITERATE IDENTITIES.
ANNOTATIONS IN SCHOOL ENGLISH 129
CAREY]EWITF, GUNTHER KRESS AND ]EFF BEZEMER THIS PAPER EXAMINES THE
SIGNIFICANCE OF CHANGING MULTIMODAL RESOURCES AND PRACTICES OF
ANNOTATION IN SUBJECT ENGLISH TEXTBOOKS AND THE UK SECONDARY SCHOOL
ENGLISH CLASSROOM, WITH PARTICULAR ATTENTION TO THE ROLE OF DIGITAL
TECHNOLOGIES.
CULTURAL DIALOGUE AS IDENTITY-WORK 153
CHERYL A. MCLEAN THIS CHAPTER EXPLORES LITERACY AND IDENTITY NEGOTIATION
AS A CULTURAL DIALOGUE INVOLVING THE DYNAMIC INTERSECTION OF PUBLIC,
PRIVATE, PHYSICAL, AND VIRTUAL SPACES THAT CONTEMPORARY YOUTH INHALJIT.
IN THIS CASE STUDY, THE WAYS IN WHICH 1
CARIBBEAN IMMIGRANT ADOLESCENT NEGOTIATES SUCH SPACES AND CULTURAL
RESOURCES REPRESENT IDENTITY-WORK. THROUGH HER DIGITAL LITERACY
PRACTICES, THIS YOUNG PERSON ACTIVELY CONSTRUCTS HER SENSE OF SELF
LYYCREATING ASPACE WHERE HER CULTURAL AND LITERATE IDENTITIES CAN
COEXIST.
VIRTUAL CONSTRUCTIONS 173
HEATHER CASEY VIRTUAL CONSTRUCTIONS: DEVELOPING A TEACHER VOICE IN THE
21ST CENTURY DESCRIBES HOW WEB 2.0 TOOLS INVITE PRESERVICE TEACHERS TO
DEVELOP A PROFESSIONAL IDENTITY. DRAWING ON A STUDY OF THE USE OF
BLOGGING IN APRESERVICE LITERACY METHODS
CLASS, CASEY LINKS RESEARCH AND THEORIES OF IDENTITY DEVELOPMENT WITH 21
ST-CENTURY WEB 2. 0 TOOLS.
IMAGE 3
V
DIGITAL MEDIATION OF I/IDENTITY
COLLAGES OF IDENTITY 200
BRONWYN T. WILLIAMS THIS EHAPTER ADDRESSES HOW ONLINE MULTI MODAL
LITERACY PRACTIEES ARE BOTH FILTERED THROUGH AND USED L7YPOPULAR
CULTURE. THROUGH A COMBINATION 0/ TEXTUAL ANALYSIS AND INTERVIEWS WITH
FIRST-YEAR UNIVERSITY STUDENTS, THE EHAPTER ILLUSTRATES THE
INTERSECTIONS 0/ MULTIMODALLITERACIES AND POPULAR CULTURE AND DISCUSSES
HOW THEY ARE SHAPING THE WAYS THAT IDENTITIES ARE EONSTRUCTED AND
PER/ORMED IN AND OUT 0/ THE LITERACY ELASSROOM.
ASSOCIATION THROUGH ACTION 220
SANDRA SCHAMROTH ABRAMS THIS EHAPTER EXAMINES INTER!EXTUAL
MEANING-MAKING ACROSS AND WITHIN VIRTUAL AND REAL VIDEO GAME
ENVIRONMENTS, LOOKING TO OBSERVATIONAL AND INTERVIEW DATA 0/ MIDDLE AND
HIGH SEHOOL STUDENTS TO ILLUSTRATE THE CONFLATION 0/ REAL AND VIRTUAL
EXPERIENEES. THE DISCUSSION 0/ THE ASSOCIATIVE I/IDENTITY HELPS TO
DISTINGUISH AND ELARIFY THE INTERCONNECTED NATURE 0/ ON- AND O//SCREEN
SITUATED PRACTIEES THAT PROMOTE MEANINGFULLEARNING.
CONSUMERS AS LEARNERS
JENNIFER ROWSELL THE EHAPTER DETAILS A 3-YEAR STUDY 0/ MARKETPLAEE
PRODUCERS 0/ NEW MEDIA AND DIGITAL TECHNOLOGIES. THE EHAPTER TAKES
AEEOUNT 0/ FINDINGS 0/ THE STUDY AND A /RAMEWORK THAT CAN BE APPLIED
TO/OSTERING LITERATE IDENTITIES IN THE 21ST EENTURY.
244
DIGITALK 263
KRISTEN HAWLEYTURNER THE LANGUAGE ADOLESCENTS USE IN DIGITAL SPAEES
OFTEN DOES NOT ADHERE TO STANDARD WRIUEN ENGLISH. RATHER, TEENS
EXPERIMENT IN THEIR WRITING, AND THE RESULT IS DIGITALK, A EOMPLEX AND
/ASCINATING COMBINATION 0/ WRIUEN AND CONVERSATIONAL
LANGUAGES. THIS STUDY EXPLORES THE USE 0/ DIGITALK AS AN EXPRESSION 0/
INDIVIDUAL IDENTITY WITHIN A EOMMUNITY 0/ NORMS.
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| physical | VI, 282 S. graph. Darst. |
| publishDate | 2011 |
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| series | Yearbook of the National Society for the Study of Education |
| series2 | Yearbook of the National Society for the Study of Education |
| spelling | Rethinking identity and literacy education in the 21st century Sandra Schamroth Abrams, Jennifer Roswell, editors New York Teachers College, Columbia University [2011] VI, 282 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Yearbook of the National Society for the Study of Education 110,1 Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Erziehungsphilosophie (DE-588)4070955-3 s DE-604 Abrams, Sandra Sonstige oth Yearbook of the National Society for the Study of Education 110,1 (DE-604)BV002569697 110,1 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021189010&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)4070955-3 (DE-588)4143413-4 |
| title | Rethinking identity and literacy education in the 21st century |
| title_auth | Rethinking identity and literacy education in the 21st century |
| title_exact_search | Rethinking identity and literacy education in the 21st century |
| title_full | Rethinking identity and literacy education in the 21st century Sandra Schamroth Abrams, Jennifer Roswell, editors |
| title_fullStr | Rethinking identity and literacy education in the 21st century Sandra Schamroth Abrams, Jennifer Roswell, editors |
| title_full_unstemmed | Rethinking identity and literacy education in the 21st century Sandra Schamroth Abrams, Jennifer Roswell, editors |
| title_short | Rethinking identity and literacy education in the 21st century |
| title_sort | rethinking identity and literacy education in the 21st century |
| topic | Erziehungsphilosophie (DE-588)4070955-3 gnd |
| topic_facet | Erziehungsphilosophie Aufsatzsammlung |
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