Continued Absences: Multimodal Texts and 21st Century Literacy Instruction

2012 ◽  
Vol 39 (2) ◽  
Author(s):  
Susan L. Groenke ◽  
Robert Prickett
Keyword(s):  
21St Century ◽  
Literacy Instruction ◽  
Multimodal Texts ◽  
21St Century Literacy

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals 21st Century Workforce Initiatives: Implications for Information Literacy Instruction in Academic Libraries

2017 ◽  
Vol 34 (2) ◽  
pp. 15 ◽  
Author(s):  
Laura L. Leavitt
Keyword(s):  
Critical Thinking ◽  
Organizational Behavior ◽  
Educational Reform ◽  
Information Literacy ◽  
21St Century ◽  
Literacy Instruction ◽  
Graduate Level ◽  
Reform Initiatives ◽  
Current Information ◽  
Selection Of

The discussion that follows is designed to expose the reader to a selection of educational reform initiatives that fall under the “21st Century Workforce” umbrella. The aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena are plentiful. The author’s efforts to incorporate information literacy principles and to encourage critical thinking in a graduate level organizational behavior class – in light of these initiatives and in response to employer feedback – are also discussed. It is hoped that the followinginformation will inspire librarians to explore the initiatives further and to re-examine current information literacy and instruction efforts within this larger framework.

Digital Storytelling: an Influential Reading Comprehension and Creativity Tool for the 21st Century Literacy Skills

2019 ◽  
Vol 1 (2) ◽  
pp. 49
Author(s):  
Rofiza Aboo Bakar
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
21St Century ◽  
Digital Storytelling ◽  
Literacy Skills ◽  
Learning Tool ◽  
21St Century Literacy ◽  
Novel Model

Digital storytelling has been proposed as an influential language learning tool that can facilitate learners’ reading comprehension and creativity.  There is an interplay between digital storytelling and comprehension.  Likewise, there is a connection between digital storytelling and creativity.   However, this chemistry that exists is far more complex than previous studies have expressed.  This paper puts forth a novel model by which to honor the inter-relationship among digital storytelling, reading comprehension and creativity.  The model proffers a practical aim that can allow teachers to recognize and applaud students’ effort whenever they create their digital storytelling, for comprehension and creativity, among other 21st-century literacy skills, have simultaneously and ideally taken place.

Using Technology to Build Interactions Within and Beyond the Literacy Classroom

2020 ◽  
pp. 260-286
Author(s):  
Kristine E. McGee ◽  
Jodi G. Welsch
Keyword(s):  
Decision Making ◽  
Technology Integration ◽  
Best Practices ◽  
21St Century ◽  
Literacy Instruction ◽  
Instructional Tools ◽  
Technology Tools ◽  
Integration Of Technology ◽  
Need Support ◽  
Pedagogical Frameworks

Becoming an educator today, specifically one who teaches literacy, requires more than a strong understanding of pedagogy and best practices. Today's educators must be equipped to survive, as well as thrive, in a 21st-century literacy classroom. New programs, websites, apps, etc. are being introduced daily, therefore, our pre-service teachers need support in order to utilize tools effectively. By providing experiences with a variety of tools, novice teachers can employ existing pedagogical frameworks for technology integration with literacy instructional tools. This study identifies how pre-service teachers perceive their skills and pedagogical decision-making for the integration of technology tools within their literacy instruction.

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