21st-Century Literacies, Critical Media Pedagogies, and Language Arts

2012 ◽  
Vol 66 (4) ◽  
pp. 300-302 ◽  
Author(s):  
Ernest Morrell
Keyword(s):  
Language Arts ◽  
21St Century ◽  
Critical Media ◽  
21St Century Literacies

scholarly journals Teaching With Electronic Portfolios to Develop 21st Century Literacies

2013 ◽  
Vol 6 (2) ◽  
pp. 265-282
Author(s):  
Elizabeth J. Meyer ◽  
Anne Wade ◽  
Philip C. Abrami
Keyword(s):  
21St Century ◽  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Student Work ◽  
21St Century Literacies

This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Translating Traditional Writing Process Tools to Digital Ones

2015 ◽  
pp. 1406-1420
Author(s):  
Keri R. Franklin ◽  
Kathy Gibson
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Writing Process ◽  
Digital Tools ◽  
Digital Writing ◽  
21St Century Literacies ◽  
Definition Of ◽  
K 12 ◽  
User Friendly ◽  
Writing Tools

This chapter offers user-friendly free applications to help teachers incorporate digital writing tools in their classrooms. The authors encourage a collaborative and inquiry-driven environment to help teachers implement new digital tools that can motivate students and develop 21st century writers. The authors use the NCTE's Definition of 21st Century Literacies (2013) to discuss digital writing tools. The authors offer a framework for scaffolding the introduction of these applications in K-12 classrooms and in professional development and align traditional writing process tools to digital writing tools.

scholarly journals The Challenge of 21st-Century Literacies

2015 ◽  
Vol 59 (3) ◽  
pp. 271-274 ◽  
Author(s):  
Cathy Burnett ◽  
Guy Merchant
Keyword(s):  
21St Century ◽  
21St Century Literacies

scholarly journals Building Capital at the Library: Financial Literacy Programming and Partnerships

2019 ◽  
Vol 7 (1) ◽  
pp. 54-60
Author(s):  
Emily L. Mross ◽  
Lauren Reiter
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Academic Libraries ◽  
Financial Literacy ◽  
Financial Knowledge ◽  
Literacy Programs ◽  
Daunting Task ◽  
21St Century Literacies ◽  
Economic Vitality

Lack of personal financial knowledge negatively affects both individual and collective economic vitality, making financial literacy programming an important way that libraries can contribute to strong communities. Financial literacy is one of five essential 21st century literacies identified and supported by PA Forward, an initiative of the Pennsylvania Library Association to support libraries in their literacy efforts. Offering these events and workshops is a daunting task, but connecting libraries with partners who are trustworthy financial literacy experts can ease the difficulties. Using examples from public and academic libraries in Pennsylvania, this article will discuss PA Forward Financial Literacy partners, illustrate a variety of programming opportunities, and highlight best practices for library financial literacy programs.

Creating a Balanced Literacy Curriculum in the 21st Century

2017 ◽  
pp. 352-370
Author(s):  
Theresa McGinnis
Keyword(s):  
21St Century ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Authentic Learning ◽  
Balanced Literacy ◽  
Media Production ◽  
Multimodal Composition ◽  
Literacy Curriculum ◽  
School Based ◽  
21St Century Literacies

This chapter explores new ways of envisioning a balanced literacy curriculum where through a balance of Literacy 1.0 with Literacy 2.0 educators can sufficiently prepare students to navigate the complexities of 21st century literacies. It presents examples of how digital storytelling and multimedia responses to literature call for a knowledge of school-based literacy practices, while at the same time allow students authentic learning engagements with multimodal composition and media production. Further, the chapter highlights how these literacy engagements can provide students use in the vocabulary of multimodalities and create students who are producers and critical consumers of 21st Century texts.

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