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Digital Literacies




  • Available for pre-order. Item will ship after February 18, 2022
ISBN 9781032201634
February 18, 2022 Forthcoming by Routledge
288 Pages 29 B/W Illustrations

 
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Book Description

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 and learners 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.

Table of Contents

Contents

Preface 6

Acknowledgements 7

Chapter 1: From research to implications 8

Diverse literacies for a superdiverse era 9

The Framework of Digital Literacies 3.0 11

Box 1.1 What hardware, software & connectivity do we need? 12

First focus: Communicating 16

Print literacy 16

Texting (& reconstructive) literacy 17

Box 1.2 What happened to our digital natives? 18

Hypertext literacy 19

Multimodal literacy 19

Box 1.3 Do social media belong in our classrooms? 20

Immersive (& gaming/XR) literacy 22

Spatial literacy 23

Mobile literacy 23

Box 1.4 Does the digital divide still matter? 23

Code (& technological/AI) literacy 25

Second focus: Informing 27

Tagging (& hashtag) literacy 27

Search literacy 28

Box 1.5 Can we trust Wikipedia? 29

Filtering literacy 30

Information (& data) literacy 30

Box 1.6 How should we deal with fake news? 31

Third focus: Collaborating 33

Personal (& security) literacy 33

Box 1.7 How can we protect our students (and ourselves) online? 34

Network literacy 35

Box 1.8 Why do our students need personal learning networks? 35

Participatory literacy 36

Box 1.9 How much should we worry about censorship & surveillance? 37

Intercultural literacy 38

Ethical literacy 40

Fourth focus: (Re)designing 41

Attentional literacy 41

Box 1.10 Does multitasking work? 42

Critical (& critical mobile/material/philosophical/academic) literacy 43

Box 1.11 What do digital technologies mean for people and the planet? 44

Remix literacy 46

Box 1.12 How do we deal with copyright and plagiarism? 47

Looking ahead 48

Further reading 48

Chapter 2: From implications to application 49

Box 2.1 Will digital technologies improve our students’ learning? 49

Box 2.2 What if we have to teach language classes fully online? 50

The TPACK framework for integrating technology use 51

Box 2.3 Who’s afraid of teaching with edtech? 52

The SAMR model for improving technology use 53

The T3 framework for extending technology use 54

Design justice 55

The Digital Activities Grid 55

The Digital Tools Grid 61

The Digital Risks Grid 64

45 Activities 67

Activity 1. Technology past & present 67

Activity 2. Becoming digitally literate 74

Activity 3. Writing the news 76

Activity 4. Extreme weather 79

Activity 5. Cryptic messages 83

Activity 6. Sports linking 86

Activity 7. Building links 90

Activity 8. Food boards 92

Activity 9. Copycat 95

Activity 10. Envisioning the facts 98

Activity 11. Sales techniques 101

Activity 12. Showcasing hobbies 104

Activity 13. Selling English 107

Activity 14. Avatars 110

Activity 15. Peeling back history 113

Activity 16. Spaced out 117

Activity 17. A picture a day 120

Activity 18. Mobile rules 122

Activity 19. This is us 125

Activity 20. Living on the edge 129

Activity 21. My digital assistant 132

Activity 22. Travel clouds 135

Activity 23. Hashtag activism 138

Activity 24. Search race 141

Activity 25. Search me 147

Activity 26. News in my networks 150

Activity 27. Digital social circles 154

Activity 28. Tree octopus 157

Activity 29. Fun facts 161

Activity 30. Faking it 164

Activity 31. Tracking personal wellness 168

Activity 32. Footprints in the wires 171

Activity 33. Setting the scene 174

Activity 34. Going viral 180

Activity 35. A class PLN 184

Activity 36. Our city guide 186

Activity 37. Pictorial vocab bank 189

Activity 38. Questioning stereotypes 192

Activity 39. Sign me up 196

Activity 40. Turn off, tune out 200

Activity 41. Ever mindful 203

Activity 42. An ethical phone? 207

Activity 43. Our digital planet 210

Activity 44. Keep calm & carry on learning English 215

Activity 45. Said no student ever 218

Future learning 221

Chapter 3: From application to implementation 222

Incorporating activities into the syllabus 222

The coursebook-driven approach 224

The topic-driven approach 226

The digital literacies-driven approach 227

Choosing activities for different levels and contexts 227

Students’ linguistic competence 228

Students’ technological competence 228

Teachers’ technological competence 229

Overall complexity 230

Contexts 230

Teaching in technology-limited environments 233

Assessing digital work 234

A digital assessment matrix 234

Assessing through e-portfolios 235

Chapter 4: From implementation to research 238

Conducting and sharing action research and design-based research 238

Building and maintaining personal learning networks 239

Choosing platforms for personal learning networks 240

Further reading 243

References 244

Biographies 265

 

 

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Author(s)

Biography

Mark Pegrum is 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, an online training and development consultancy specialising in the application of technology to the language classroom, and online teacher training.