Digital literacies:
"Dramatic shifts in our communication landscape have made digital spaces central to language learners' social, educational, and professional lives. This book integrates theory and practice to situate digital literacies for English language teaching in a clear and novel theoretical framewor...
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2022
|
| Ausgabe: | Second edition |
| Schriftenreihe: | Research and resources in language teaching
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Dramatic shifts in our communication landscape have made digital spaces central to language learners' social, educational, and professional lives. This book integrates theory and practice to situate digital literacies for English language teaching in a clear and novel theoretical framework, provide educators with a deep understanding of these skills, and offer them with the methodological and applied tools like practical activities for integrating these skills into classroom practice. This unique resource benefits current and aspiring language teachers, teacher trainers, and researchers in language classroom teaching, digital literacies research, and beyond. This new edition presents the authors' revised original theoretical framework and is updated throughout to reflect developments in digital technology, literacy standards, the research literature, and socio-political life in our multimodal, multisensory, multilingual, superdiverse world, with a particular emphasis on studies that are relevant to teachers and teacher trainers at all levels, in this rapidly evolving area"-- |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xv, 323 Seiten Illustrationen, Diagramme |
| ISBN: | 9781032201610 9781032201634 |
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| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a "Dramatic shifts in our communication landscape have made digital spaces central to language learners' social, educational, and professional lives. This book integrates theory and practice to situate digital literacies for English language teaching in a clear and novel theoretical framework, provide educators with a deep understanding of these skills, and offer them with the methodological and applied tools like practical activities for integrating these skills into classroom practice. This unique resource benefits current and aspiring language teachers, teacher trainers, and researchers in language classroom teaching, digital literacies research, and beyond. This new edition presents the authors' revised original theoretical framework and is updated throughout to reflect developments in digital technology, literacy standards, the research literature, and socio-political life in our multimodal, multisensory, multilingual, superdiverse world, with a particular emphasis on studies that are relevant to teachers and teacher trainers at all levels, in this rapidly evolving area"-- | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS ix xi xiv Author biographies Preface Acknowledgements I From research to implications Diverse literacies for a superdiverse era The Framework of Digital Literacies 3.0 Box LI What hardware, software and connectivity do we need? First focus: Communicating Print literacy Texting (and reconstructive) literacy Box 1.2 What happened to our digital natives? Hypertext literacy Multimodal literacy Box 1.3 Do social media belong in our classrooms? Immersive (and gaming/XR) literacy Spatial literacy Mobile literacy Box 1.4 Does the digital divide still matter? Code (and technological/AI) literacy Second focus: Informing Tagging (and hashtag) literacy Search literacy Box 1.5 Can we trust Wikipedia? 1 2 5 6 11 12 13 14 16 16 18 20 21 22 22 25 27 27 29 30
vi Contents Filtering literacy Information (and data) literacy Box 1.6 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? 37 Network literacy Box 1.8 Why do our students need personal learning networks? 39 Participatory literacy Box 1.9 How much should we worry about censorship and surveillance? 42 Intercultural literacy Ethical literacy Fourth focus: (Redesigning Attentional literacy Box LIO Does multitasking work? Critical (and critical mobile/material/philosophical/ academic) literacy 51 Box 1.11 What do digital technologies mean for people and the planet? 53 Remix literacy Box 1.12 How do we deal with copyright and plagiarism? Looking ahead Further reading II From implications to application Box 11.1 Will digital technologies improve our students’learning? Box 11.2 What ifwe have to teach language classes fully online? The ТРАСК 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 31 32 32 36 36 39 41 45 47 48 49 50 55 57 58 59 60 60 62 64 65 67 68 70 72 84 84 92
Contents víl 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 4L Ever mindful 93 97 100 103 110 114 119 121 124 128 131 135 138 141 145 149 152 155 159 163 166 170 173 Ί6 182 187 191 195 200 203 208 213 215 219 223 226 230 233 237 242 245
viii Contents 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 250 253 258 262 265 Ш From application to implementation 266 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 266 269 271 271 272 273 274 275 276 276 279 280 281 282 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 Twitter Facebook Other social media Blogs Working across platforms Further reading 285 285 287 289 289 290 290 290 291 292 References 293 Activity Keys 316
|
| adam_txt |
CONTENTS ix xi xiv Author biographies Preface Acknowledgements I From research to implications Diverse literacies for a superdiverse era The Framework of Digital Literacies 3.0 Box LI What hardware, software and connectivity do we need? First focus: Communicating Print literacy Texting (and reconstructive) literacy Box 1.2 What happened to our digital natives? Hypertext literacy Multimodal literacy Box 1.3 Do social media belong in our classrooms? Immersive (and gaming/XR) literacy Spatial literacy Mobile literacy Box 1.4 Does the digital divide still matter? Code (and technological/AI) literacy Second focus: Informing Tagging (and hashtag) literacy Search literacy Box 1.5 Can we trust Wikipedia? 1 2 5 6 11 12 13 14 16 16 18 20 21 22 22 25 27 27 29 30
vi Contents Filtering literacy Information (and data) literacy Box 1.6 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? 37 Network literacy Box 1.8 Why do our students need personal learning networks? 39 Participatory literacy Box 1.9 How much should we worry about censorship and surveillance? 42 Intercultural literacy Ethical literacy Fourth focus: (Redesigning Attentional literacy Box LIO Does multitasking work? Critical (and critical mobile/material/philosophical/ academic) literacy 51 Box 1.11 What do digital technologies mean for people and the planet? 53 Remix literacy Box 1.12 How do we deal with copyright and plagiarism? Looking ahead Further reading II From implications to application Box 11.1 Will digital technologies improve our students’learning? Box 11.2 What ifwe have to teach language classes fully online? The ТРАСК 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 31 32 32 36 36 39 41 45 47 48 49 50 55 57 58 59 60 60 62 64 65 67 68 70 72 84 84 92
Contents víl 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 4L Ever mindful 93 97 100 103 110 114 119 121 124 128 131 135 138 141 145 149 152 155 159 163 166 170 173 \Ί6 182 187 191 195 200 203 208 213 215 219 223 226 230 233 237 242 245
viii Contents 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 250 253 258 262 265 Ш From application to implementation 266 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 266 269 271 271 272 273 274 275 276 276 279 280 281 282 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 Twitter Facebook Other social media Blogs Working across platforms Further reading 285 285 287 289 289 290 290 290 291 292 References 293 Activity Keys 316 |
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| discipline | Allgemeines Soziologie Anglistik / Amerikanistik |
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| id | DE-604.BV048244834 |
| illustrated | Illustrated |
| index_date | 2024-07-03T19:55:32Z |
| indexdate | 2024-07-10T09:32:57Z |
| institution | BVB |
| isbn | 9781032201610 9781032201634 |
| language | English |
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| physical | xv, 323 Seiten Illustrationen, Diagramme |
| publishDate | 2022 |
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| publisher | Routledge, Taylor & Francis Group |
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| series2 | Research and resources in language teaching |
| spelling | Pegrum, Mark 1969- Verfasser (DE-588)1054770069 aut Digital literacies Mark Pegrum, Nicky Hockly and Gavin Dudeney Second edition New York ; London Routledge, Taylor & Francis Group 2022 xv, 323 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Research and resources in language teaching Includes bibliographical references and index "Dramatic shifts in our communication landscape have made digital spaces central to language learners' social, educational, and professional lives. This book integrates theory and practice to situate digital literacies for English language teaching in a clear and novel theoretical framework, provide educators with a deep understanding of these skills, and offer them with the methodological and applied tools like practical activities for integrating these skills into classroom practice. This unique resource benefits current and aspiring language teachers, teacher trainers, and researchers in language classroom teaching, digital literacies research, and beyond. This new edition presents the authors' revised original theoretical framework and is updated throughout to reflect developments in digital technology, literacy standards, the research literature, and socio-political life in our multimodal, multisensory, multilingual, superdiverse world, with a particular emphasis on studies that are relevant to teachers and teacher trainers at all levels, in this rapidly evolving area"-- Internet (DE-588)4308416-3 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Medienkompetenz (DE-588)4680767-6 gnd rswk-swf Neue Medien (DE-588)4196910-8 gnd rswk-swf Language and languages / Study and teaching / Computer-assisted instruction Language and languages / Study and teaching / Technological innovations Language and languages / Study and teaching / Computer network resources Internet literacy Computer literacy Internet in education Englischunterricht (DE-588)4014801-4 s Neue Medien (DE-588)4196910-8 s Internet (DE-588)4308416-3 s Medienkompetenz (DE-588)4680767-6 s DE-604 Hockly, Nicky Verfasser (DE-588)1232538094 aut Dudeney, Gavin 1964- Verfasser (DE-588)139471200 aut Erscheint auch als Online-Ausgabe 978-1-003-26254-1 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033625241&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pegrum, Mark 1969- Hockly, Nicky Dudeney, Gavin 1964- Digital literacies Internet (DE-588)4308416-3 gnd Englischunterricht (DE-588)4014801-4 gnd Medienkompetenz (DE-588)4680767-6 gnd Neue Medien (DE-588)4196910-8 gnd |
| subject_GND | (DE-588)4308416-3 (DE-588)4014801-4 (DE-588)4680767-6 (DE-588)4196910-8 |
| title | Digital literacies |
| title_auth | Digital literacies |
| title_exact_search | Digital literacies |
| title_exact_search_txtP | Digital literacies |
| title_full | Digital literacies Mark Pegrum, Nicky Hockly and Gavin Dudeney |
| title_fullStr | Digital literacies Mark Pegrum, Nicky Hockly and Gavin Dudeney |
| title_full_unstemmed | Digital literacies Mark Pegrum, Nicky Hockly and Gavin Dudeney |
| title_short | Digital literacies |
| title_sort | digital literacies |
| topic | Internet (DE-588)4308416-3 gnd Englischunterricht (DE-588)4014801-4 gnd Medienkompetenz (DE-588)4680767-6 gnd Neue Medien (DE-588)4196910-8 gnd |
| topic_facet | Internet Englischunterricht Medienkompetenz Neue Medien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033625241&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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