340 Pages 29 B/W Illustrations
    by Routledge

    340 Pages 29 B/W Illustrations
    by Routledge

    Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides:

    • A theoretical framework through which to categorise and prioritise digital literacies
    • Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills
    • A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice
    • A consideration of exactly how to integrate digital literacies into the English language syllabus
    • Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online.

    This book is ideal for English language teachers, English language learners of all ages and levels, academics and researchers of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.



    Preface xi

    Acknowledgements xiv

    I: From research to implications 1

    Diverse literacies for a superdiverse era 2

    The Framework of Digital Literacies 3.0 5

    Box I.1 What hardware, software & connectivity do we need? 6

    First focus: Communicating 11

    Print literacy 12

    Texting (& reconstructive) literacy 13

    Box I.2 What happened to our digital natives? 14

    Hypertext literacy 16

    Multimodal literacy 16

    Box I.3 Do social media belong in our classrooms? 18

    Immersive (and gaming/XR) literacy 20

    Spatial literacy 21

    Mobile literacy 22

    Box I.4 Does the digital divide still matter? 22

    Code (& technological/AI) literacy 25

    Second focus: Informing 27

    Tagging (and hashtag) literacy 27

    Search literacy 29

    Box I.5 Can we trust Wikipedia? 30

    Filtering literacy 31

    Information (and data) literacy 32

    Box I.6 How should we deal with fake news? 32

    Third focus: Collaborating 36

    Personal (and security) literacy 36

    Box I.7 How can we protect our students (and ourselves) online? 37

    Network literacy 39

    Box I.8 Why do our students need personal learning networks? 39

    Participatory literacy 41

    Box I.9 How much should we worry about censorship and surveillance? 42

    Intercultural literacy 45

    Ethical literacy 47

    Fourth focus: (Re)designing 48

    Attentional literacy 49

    Box I.10 Does multitasking work? 50

    Critical (and critical mobile/material/philosophical/academic) literacy 51

    Box I.11 What do digital technologies mean for people and the planet? 53

    Remix literacy 55

    Box I.12 How do we deal with copyright and plagiarism? 57

    Looking ahead 58

    Further reading 59

    II: From implications to application 60

    Box II.1 Will digital technologies improve our students’ learning? 60

    Box II.2 What if we have to teach language classes fully online? 62

    The TPACK framework for integrating technology use 64

    Box II.3 Who’s afraid of teaching with edtech? 65

    The SAMR model for improving technology use 67

    The T3 framework for extending technology use 68

    Design justice 70

    The Digital Activities Grid 72

    The Digital Tools Grid 84

    The Digital Risks Grid 84

    45 Activities 92

    Activity 1. Technology past & present 93

    Activity 2. Becoming digitally literate 97

    Activity 3. Writing the news 100

    Activity 4. Extreme weather 103

    Activity 5. Cryptic messages 110

    Activity 6. Sports linking 114

    Activity 7. Building links 119

    Activity 8. Food boards 121

    Activity 9. Copycat 124

    Activity 10. Envisioning the facts 128

    Activity 11. Sales techniques 131

    Activity 12. Showcasing hobbies 135

    Activity 13. Selling English 138

    Activity 14. Avatars 141

    Activity 15. Peeling back history 145

    Activity 16. Spaced out 149

    Activity 17. A picture a day 152

    Activity 18. Mobile rules 155

    Activity 19. This is us 159

    Activity 20. Living on the edge 163

    Activity 21. My digital assistant 166

    Activity 22. Travel clouds 170

    Activity 23. Hashtag activism 173

    Activity 24. Search race 176

    Activity 25. Search me 182

    Activity 26. News in my networks 187

    Activity 27. Digital social circles 191

    Activity 28. Tree octopus 195

    Activity 29. Fun facts 200

    Activity 30. Faking it 203

    Activity 31. Tracking personal wellness 208

    Activity 32. Footprints in the wires 213

    Activity 33. Setting the scene 215

    Activity 34. Going viral 219

    Activity 35. A class PLN 223

    Activity 36. Our city guide 226

    Activity 37. Pictorial vocab bank 230

    Activity 38. Questioning stereotypes 233

    Activity 39. Sign me up 237

    Activity 40. Turn off, tune out 242

    Activity 41. Ever mindful 245

    Activity 42. An ethical phone? 250

    Activity 43. Our digital planet 253

    Activity 44. Keep calm and carry on learning English 258

    Activity 45. Said no student ever 262

    Future learning 265

    III: From application to implementation 266

    Incorporating activities into the syllabus 266

    The coursebook-driven approach 269

    The topic-driven approach 271

    The digital literacies-driven approach 271

    Choosing activities for different levels and contexts 272

    Students’ linguistic competence 273

    Students’ technological competence 274

    Teachers’ technological competence 275

    Overall complexity 276

    Contexts 276

    Teaching in technology-limited environments 279

    Assessing digital work 280

    A digital assessment matrix 281

    Assessing through e-portfolios 282

    IV: From implementation to research 285

    Conducting and sharing action research and design-based research 285

    Building and maintaining personal learning networks 287

    Choosing platforms for personal learning networks 289

    Twitter 289

    Facebook 290

    Other social media 290

    Blogs 290

    Working across platforms 291

    Further reading 292

    References 293

    Activity keys 316




    Mark Pegrum is an Associate Professor of Education at the University of Western Australia.

    Nicky Hockly is Co-Director, and Director of Pedagogy, at The Consultants-E, an online training and development consultancy specialising in the application of technology to the language classroom, and online teacher training.

    Gavin Dudeney is Co-Director, and Director of Technology, at The Consultants-E.