scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
Author(s):  
Silene Cardoso
Keyword(s):  
New Technologies ◽  
New Literacies ◽  
English Classroom

scholarly journals Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms

2009 ◽  
Vol 9 (2) ◽  
pp. 117-140 ◽  
Author(s):  
Karen E. Wohlwend
Keyword(s):  
New Media ◽  
Video Game ◽  
Technology Use ◽  
New Technologies ◽  
New Literacies ◽  
Leading Edge ◽  
Ethnographic Study ◽  
Video Data ◽  
Semiotic Analysis ◽  
Early Adopters

In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of children's literacy play in kindergarten and primary classrooms reveals how the leading edge of technology use in print-centric classrooms is pretended into being by five-, six-, and seven-year-old `early adopters' — a marketing term for first wave consumers who avidly buy and explore newly-released technology products.`Early adopters' signals two simultaneous identities for young technology users: (1) as developing learners of new literacies and technologies; and, (2) as curious explorers who willingly play with new media. Children transformed paper and pencil resources into artifacts for enacting cell phone conversations and animating video games, using new technologies and the collaborative nature of new literacies to perform literate identities and to strengthen the cohesiveness of play groups.

Comments on Greenhow, Robelia, and Hughes: Expanding the New Literacies Conversation

2009 ◽  
Vol 38 (4) ◽  
pp. 264-269 ◽  
Author(s):  
Donald J. Leu ◽  
W. Ian O’Byrne ◽  
Lisa Zawilinski ◽  
J. Greg McVerry ◽  
Heidi Everett-Cacopardo
Keyword(s):  
Reading Comprehension ◽  
Web 2.0 ◽  
New Technologies ◽  
New Literacies ◽  
The Internet ◽  
Educational Systems ◽  
Continuous Change ◽  
Online Reading ◽  
Online Reading Comprehension

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009) , suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

New realities, new literacies, and new technologies: Redefining the agenda for literacy research

2001 ◽  
Vol 40 (3) ◽  
pp. 265-272 ◽  
Author(s):  
Donald J. Leu ◽  
Maria H. Mallette ◽  
Rachel A. Karchmer
Keyword(s):  
New Technologies ◽  
New Literacies ◽  
Literacy Research

scholarly journals Uusia lukutaitoja rakentamassa

2018 ◽  
pp. 6-21
Author(s):  
Lotta Lehti ◽  
Pauliina Peltonen ◽  
Sara Routarinne ◽  
Veijo Vaakanainen ◽  
Ville Virsu
Keyword(s):  
Action Research ◽  
Language Learners ◽  
Digital Literacy ◽  
New Technologies ◽  
New Literacies ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Societal Changes ◽  
Teachers Perspectives ◽  
Over Time

In 2017, the annual autumn symposium of the Finnish Association for Applied Linguistics (AFinLA) was organised in Turku. During the symposium, the theme of "Building new literacies" was approached from various perspectives. In this introduction to the 2018 AFinLA Yearbook, we outline three approaches to new literacies and introduce the contributions included in this volume. First, we discuss how approaches to literacy have changed over time and highlight the multifaceted nature of literacy. Second, we briefly outline some of the recent societal changes, especially digitalisation and globalisation,  that influence literacy requirements/demands. For instance, examining attitudes towards digital literacy and the use of new technologies in teaching is important both from language learners and language teachers' perspectives. Third, we present new approaches to literacy that highlight the interactional and multimodal aspects of literacy. We conclude with reflections on the theme from the perspective of transdisciplinary action research based on Daniel Perrin's essay included in the yearbook.

“The More I Write…The More My Mind Evolves Into Something Outstanding”

2018 ◽  
pp. 333-347
Author(s):  
Mary Beth Hines ◽  
Jennifer M. Conner-Zachocki ◽  
Becky Rupert
Keyword(s):  
Digital Media ◽  
New Technologies ◽  
Literacy Practices ◽  
New Technology ◽  
Writing Classroom ◽  
Identity Performance ◽  
Digital Writing ◽  
English Classroom ◽  
One Year

This chapter draws from a one-year qualitative investigation of a ninth-grade English classroom in a new technology-rich high school. The study explores the question, What identities did students compose as they alternately resisted and embraced the use of digital media in the writing classroom? Presenting a case study of one student, Shane, the chapter traces the ways in which he responded to the teacher's invitations to use digital media, thereby discursively crafting particular identity performances in on-site and online communities. Analysis identifies a number of tensions specific to the use of authentic audiences and purposes in the 21st century digital writing classroom and reveals three identity performance categories: Shane the comedian, Shane the subversive, and Shane the artist. In analyzing the ways in which social networking tools, literacy practices, and identity performances converge in the classroom, the chapter challenges dominant pedagogical assumptions about using new technologies in the schools to engage learners.

Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing

2014 ◽  
pp. 589-607
Author(s):  
Megan Guise ◽  
Susanna L. Benko
Keyword(s):  
Secondary Students ◽  
New Technologies ◽  
Career Readiness ◽  
Digital Tools ◽  
College And Career Readiness ◽  
Effective Strategies ◽  
College And Career ◽  
Composing Process ◽  
Teachers And Students ◽  
English Classroom

The use of digital tools in the composing process and the development of 21st century literacies are becoming more important in order to equip students with the skills needed for college and career readiness. As new technologies continue to emerge and shape daily life, it is important for teachers and students to envision how these digital tools can be used to enhance communication, particularly writing. The authors share effective strategies for helping pre-service teachers to become more comfortable – as writers – with certain digital tools and to critically evaluate the benefits and limitations of these digital tools. In addition, the authors present a unit of instruction that scaffolds pre-service teachers to develop their own writing instruction and assignment for secondary students, which require secondary students to utilize digital tools throughout the composing process. The authors argue for working towards greater inclusion of technology in the English classroom.

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