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1.
Maureen Walsh 《Literacy》2008,42(2):101-108
Debates continue in public and in educational policy forums about the ‘basics’ of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the same time, educational policy and national testing requirements are still principally focused on the reading and writing of print‐based texts. This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary times for reading, viewing, responding to and producing multimodal and digital texts. Examples of students' engagement in multimodal literacy are presented to demonstrate how classroom literacy practices can incorporate the practices of talking, listening, reading and writing together with processing the modes of written text, image, sound and movement in print and digital texts. 相似文献
2.
This article explores the thinking and research that has led to a view of literacy as social and cultural practices. Literacy is described not as an internal cognitive state or a universal set of skills and processes that individuals must learn, but as social and cultural ways of doing things through the use of text. This view adds to our understanding of literacy by switching the focus to the ways in which individuals, groups, communities and societies put literate practices to work. For teachers, this means thinking about the sorts of literacies they are trying to produce through their programmes. This implies studying classrooms and preschools as social and cultural settings where particular practices count as good work – asking which kinds of texts, ways of talking, reading, writing and behaving are preferred and why. 相似文献
3.
在数字化时代,新的环境、新的技术、新的用途等因素,使得传统的读写活动在网络教育、信息技术、语言教育、科学教育等领域里呈现出新的特点,因此,读写素养（Literacy）的内涵不断丰富和发展,并被学术界称之为“新读写素养”。而且,随着承载阅读和书写的外部环境不断更新和变化,“新”的含义得以继续扩展,并在与读写素养相关的实践中,呈现出种类繁多的术语和解读方式。如果从科学研究的本体论角度出发,探索新读写素养的最基本要素,以Platform （平台）、Participant （参与者）、Potential （潜力）、 Position （立场）和Praxis （反思实践）五个维度为基础,建构并研究新读写素养基本内涵的理论模型,将有助于促进不同学科之间关于读写素养的深层次对话。 相似文献
4.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum. 相似文献
5.
《Early education and development》2013,24(4):289-300
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献
6.
This paper reports on the digital writing practices of a Grade Three primary school student as he used an iPad to plan, produce and share digital texts. The case study acknowledges that writing is undergoing a period of great change in many classrooms and works to show how a student author has interpreted and produced digital texts with new technologies. In particular, the specific practices, digital materials and literacy concepts will be explicated through analyses of two digital texts created by this author. This focus acknowledges the ways texts can be planned, produced and shared using multiple modes and media. These social practices and the wider learning opportunities afforded through the flexible and recursive ways students produce text have yet to be fully explored. This paper also extends current understandings about digital writing practices through its examination of the connections between and among multiple apps as an author crafts digital text. 相似文献
7.
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献
8.
Cathy Burnett 《Journal of Research in Reading》2009,32(1):22-37
While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts. 相似文献
9.
Ilana Snyder Lawrence Angus Wendy Sutherland-Smith 《Cambridge Journal of Education》2002,32(3):367-383
This article examines the complex connections between literacy practices, the use of information and communication technologies (ICTs) and disadvantage. It reports the findings of a year-long study which investigated the ways in which four families use ICTs to engage with formal and informal literacy learning in home and school settings. The research set out to explore what it is about computer-mediated literacy practices at home and at school in disadvantaged communities that makes a difference in school success. The findings demonstrate that the 'socialisation' of the technology--its appropriation into existing family norms, values and lifestyles--varied from family to family. Having access to ICTs at home was not sufficient for the young people and their families to overcome the so-called 'digital divide'. The article concludes that old inequalities have not disappeared, but are playing out in new ways in the context of the networked society. 相似文献
10.
读写能力是个体借以理解文本和表达思想的基本能力,影响读写能力发展的一般因素既有生物学因素,也有环境和个体因素.国内外研究发现,数字化读写活动对儿童传统读写能力是一把双刃剑,网页浏览、信息搜索、写邮件和博客等对传统读写能力发展具有积极作用,而数字阅读、即时信息、计算机写作和拼音输入法的使用则可能存在消极作用.未来研究需要... 相似文献
11.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
12.
Guy Merchant 《Journal of Research in Reading》2001,24(3):293-306
This article reports on a small‐scale investigation into the use of Internet chatrooms by teenage girls. Based on interview and observational data, it illustrates how the use of popular electronic communication is resulting in linguistic innovation within new, virtual social networks in a way that reflects more wide‐reaching changes in the communication landscape. The paper suggests that teenagers and young people are in the vanguard of these processes of change as they fluently exploit the possibilities of digital technology, radically changing the face of literacy. The study looks at teenagers’ perceptions of chatroom encounters and their learning about new ways of social and linguistic interaction. Observations of teenagers online show how rapid written conversations which combine features of face‐to‐face talk with explorations in interactive writing and the exchange of additional digital information, such as image files and web addresses, are enabling these young people to develop sophisticated and marketable skills. These innovations are contrasted with recent media and educational criticism of the language use associated with new technology. This tension between change and conservatism is explored by applying Bourdieu’s concept of ‘linguistic capital’. 相似文献
13.
ABSTRACTThere’s a level of public anxiety that at times approaches moral panic around the argument that those born into a digital age have lost the ability as well as the desire to read or write long-form text. That anxiety haunts higher education, too. From rigorous research in the reading-heavy disciplines to conversations among colleagues after class, the internet is often held as responsible for the failure of too many of our students to be able to read enough disciplinary material in enough depth to allow them to take the next steps in the dialogic that constitutes a university education. We look to research that suggests that to blame changing technology is at best an oversimplification. While the capacity to deep read complex texts and to respond orally and in writing are foundational skills that are complicated by the rise of digital technologies, research on what has come to be termed reading non-compliance suggests the problem is of much longer standing. The ways in which we engage text may have changed, but the failure to read for class preceded digital technologies and their distractions (Hobson). We argue we can best serve our students now by encouraging biliteracy (Wolf and Barzillai) so they are able to shift between the reading-for-information that involves scanning, clicking, and linking, and the deep, immersive reading vital for the rich and productive engagement that enables critical, creative, and ethical learning. 相似文献
14.
《学校用计算机》2013,30(3-4):83-94
ABSTRACT This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils. 相似文献
15.
A key step in helping students to achieve scientific literacy is to ensure that each school's curriculum supports students' efforts to learn science meaningfully. Educational researchers play a vital role in this step by providing teachers, teacher educators, administrators, and policy makers with information about the creation of a curriculum that supports scientific literacy. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The task of educational researchers is to show how reading and writing can be used most effectively to support science learning. Much of what is done now in schools is based on teacher intuition—good intuition—but intuition nonetheless. What is needed is school-based research to validate and build upon these intuitions. This article is intended to stimulate research on reading and writing to learn science. 相似文献
16.
This paper reports a study that examines the integration of tablet technologies such as iPads into literacy lessons to investigate how reading and meaning‐making occur within this digital medium. Specifically in this paper, we discuss the concept of reading paths as applied to physical and cognitive planes of meaning‐making. The paper reports on data collected as part of a Social Sciences and Humanities Research Council (SSHRC) funded project involving researchers from Canada, the United States and Australia. The study is currently under way in schools in the three different countries where the researchers are observing students in classrooms in primary and secondary schools. The research is designed with a mixed methods approach coding video footage of dyads to enable close study of their interaction during literacy tasks incorporating iPads. Our findings show that the affordances of touch technology allow for multimodal, multidirectional reading paths. By tracking students' interactions with the digital platform through touch, it is possible to see navigation as evidence of the relationship between material and cognitive processes, which fosters metatextual awareness. These aspects of modes and new literacies construct a dynamic materiality for students' reading and writing. As a result, we propose that current awareness of the mode of gesture needs to be expanded to take into account haptic ways of learning. 相似文献
17.
18.
Hugh Escott 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):803-815
ABSTRACTThis article examines young people’s films to provide insights about language and literacy practices. It offers a heuristic for thinking about how to approach data that is collectively produced. It tries to make sense of new ways of knowing that locate the research in the field rather than in the academic domain. The authors develop a lens for looking at films made by young people that acknowledge multiple modes and materiality within their meaning-making practices. We make an argument about the cultural politics of research, to consider how the language and literacy practices of young people are positioned. We argue for more consideration of how language and literacy appear entangled within objects and other stuff within young people’s media productions, so as to trouble disciplinary boundaries within and beyond literacy and language studies. 相似文献
19.
Ezekiel Dixon-Román T. Philip Nichols Ama Nyame-Mensah 《Learning, Media and Technology》2020,45(3):236-250
ABSTRACT In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist thought, we consider how learning analytics platforms for writing are animated by and through entanglements of algorithmic reasoning, state standards and assessments, embodied literacy practices, and sociopolitical relations. We do a close reading of research and development documents associated with Essay Helper, a machine learning platform that provides formative feedback on student writing based on standards-aligned rubrics and training data. In particular, we consider the performative acts of the algorithm in the Essay Helper platform – both in the ways that reconstitutes material-discursive relations of difference, and its implications for transactions of teaching and learning. We argue that, through these processes, the algorithms function as racializing assemblages, and conclude by suggesting pathways toward alternative futures that reconfigure the sociopolitical relations the platform inherits. 相似文献
20.
Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever‐evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student‐centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration. 相似文献