Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices Knowledge, Tools, and Strategies for the ELA Classroom

Introduction: Moving through Tensions in the English Language Arts Classroom by Meghan E. Barnes and Rick Marlatt

Part I: Moving toward Multimodality

1. Teaching Multimodal Texts for Equity by Amy Piotrowski and Merideth Garcia

2. Leveraging Digital Tools to Enhance Social-Emotional Learning Practices by Clarice M. Moran

3. Black Modalities: Time, Embodiment, and Communal Futures by Stephanie M. Robillard, Kia Turner, and Antero Garcia

Part II. Moving toward Critical Media Literacy

4. When you know better, do better: Developing Antiracist, Digitally Literate Educators through Critical Media Literacy by W. Ian O’Byrne, Bryan Ripley Crandall, Detra Price-Dennis, Shelbie Witte, Christian Z. Goering, and Jennifer S. Dail

5. Forging Communities in Contested Spaces: Critical Media Literacy as a Social Justice Practice by Lucy Arnold

6. Navigating the Benefits and Harms of Media and Digital Tools in the Age of Disinformation, Digital Surveillance, and Misinformation by Keisha L. Green, Allison Butler, and Torrey Trust

Part III. Moving toward Connection

7. Bridging Time, Space, and Experience: The Affordances (and Limitations) of Digital Connection in the Classroom by Nicole Mirra, Janelle Bence, Christina Puntel, Mary Richards, and Molly Robbins

8. From Awareness to Action: Digital Literacy for Advocacy and Activism in Urban Contexts by Ivelisse Ramos and Kristen Hawley Turner

9. Cultivating Emancipatory Spaces for Black Girls’ Digital and STEM Literacies by Tisha Lewis Ellison, Delicia Tiera Greene, and Tairan Qiu

Part IV. Moving toward Digital Composition

10. Framing Digital Composition in Classrooms: Audiences, Purposes, Identities, Materialities by Mary Rice, Staci Gilpin, and Stephanie Rollag Yoon

11. Fostering Digital Literary Literacies: Moving Students Toward Participatory Forms of Reading, Writing, and Thinking about Literature by Trevor Aleo and Troy Hicks

12. Affirming Students' Multiple Literacies through Literacy Autoethnographies by Lindy L. Johnson, Grace MyHyun Kim, and Alexandra Johnson

Biography

Meghan E. Barnes is Associate Professor of English Education at the University of North Carolina at Charlotte.

Rick Marlatt is Professor of English Language Arts and Literacy at New Mexico State University and currently serves as Director of the School of Teacher Preparation, Administration, and Leadership.

"This timely text is a must read for all teachers of English Language Arts in our contemporary moment.  Focusing on the plethora of opportunities afforded by digital tools as well as the complex nature of student's literacies, it provides tangible activities, strategies, and platforms for classroom integration while simultaneously challenging us to critically consider systems of power and the pedagogical implications of teaching in a digital world."
-Ashley S. Boyd, Associate Professor of English Education, Washington State University

“Bringing together leading scholars in the field of English Language Arts, this book is profound in its conceptualizations of the connections between digital literacy and learner diversity and rich in its depiction of learning practices. Its authors are pathbreakers in their respective areas of expertise, traversing some of the most pressing challenges for English Language Arts today: the essential multimodality of culture and communications in the digital era; strategies for the negotiation of learner diversity; the necessity of socio-emotional connection to learning; and the shoals of ideology that nowadays present ever-present hazards in the navigation of textual value. The ideas and approaches presented in the book are innovative and fresh. At the same time, they are of long-term relevance and I am certain it will prove to be of lasting significance to the field of English Language Arts.”
-Mary Kalantzis, Professor of Education Policy, Organization and Leadership, University of Illinois Urbana-Champaign