Overview

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, English language learners of all ages and levels, academics and researchers 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.

Full Product Details

Author:   Mark Pegrum (University of Western Australia) ,  Nicky Hockly ,  Gavin Dudeney
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   2nd edition
Weight:   0.560kg
ISBN:  

9781032201634

ISBN 10:   1032201630
Pages:   324
Publication Date:   12 May 2022
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Preface xi Acknowledgements xiv I: From research to implications 1 Diverse literacies for a superdiverse era 2 The Framework of Digital Literacies 3.0 5 Box I.1 What hardware, software & connectivity do we need? 6 First focus: Communicating 11 Print literacy 12 Texting (& reconstructive) literacy 13 Box I.2 What happened to our digital natives? 14 Hypertext literacy 16 Multimodal literacy 16 Box I.3 Do social media belong in our classrooms? 18 Immersive (and gaming/XR) literacy 20 Spatial literacy 21 Mobile literacy 22 Box I.4 Does the digital divide still matter? 22 Code (& technological/AI) literacy 25 Second focus: Informing 27 Tagging (and hashtag) literacy 27 Search literacy 29 Box I.5 Can we trust Wikipedia? 30 Filtering literacy 31 Information (and data) literacy 32 Box I.6 How should we deal with fake news? 32 Third focus: Collaborating 36 Personal (and security) literacy 36 Box I.7 How can we protect our students (and ourselves) online? 37 Network literacy 39 Box I.8 Why do our students need personal learning networks? 39 Participatory literacy 41 Box I.9 How much should we worry about censorship and surveillance? 42 Intercultural literacy 45 Ethical literacy 47 Fourth focus: (Re)designing 48 Attentional literacy 49 Box I.10 Does multitasking work? 50 Critical (and critical mobile/material/philosophical/academic) literacy 51 Box I.11 What do digital technologies mean for people and the planet? 53 Remix literacy 55 Box I.12 How do we deal with copyright and plagiarism? 57 Looking ahead 58 Further reading 59 II: From implications to application 60 Box II.1 Will digital technologies improve our students’ learning? 60 Box II.2 What if we have to teach language classes fully online? 62 The TPACK framework for integrating technology use 64 Box II.3 Who’s afraid of teaching with edtech? 65 The SAMR model for improving technology use 67 The T3 framework for extending technology use 68 Design justice 70 The Digital Activities Grid 72 The Digital Tools Grid 84 The Digital Risks Grid 84 45 Activities 92 Activity 1. Technology past & present 93 Activity 2. Becoming digitally literate 97 Activity 3. Writing the news 100 Activity 4. Extreme weather 103 Activity 5. Cryptic messages 110 Activity 6. Sports linking 114 Activity 7. Building links 119 Activity 8. Food boards 121 Activity 9. Copycat 124 Activity 10. Envisioning the facts 128 Activity 11. Sales techniques 131 Activity 12. Showcasing hobbies 135 Activity 13. Selling English 138 Activity 14. Avatars 141 Activity 15. Peeling back history 145 Activity 16. Spaced out 149 Activity 17. A picture a day 152 Activity 18. Mobile rules 155 Activity 19. This is us 159 Activity 20. Living on the edge 163 Activity 21. My digital assistant 166 Activity 22. Travel clouds 170 Activity 23. Hashtag activism 173 Activity 24. Search race 176 Activity 25. Search me 182 Activity 26. News in my networks 187 Activity 27. Digital social circles 191 Activity 28. Tree octopus 195 Activity 29. Fun facts 200 Activity 30. Faking it 203 Activity 31. Tracking personal wellness 208 Activity 32. Footprints in the wires 213 Activity 33. Setting the scene 215 Activity 34. Going viral 219 Activity 35. A class PLN 223 Activity 36. Our city guide 226 Activity 37. Pictorial vocab bank 230 Activity 38. Questioning stereotypes 233 Activity 39. Sign me up 237 Activity 40. Turn off, tune out 242 Activity 41. Ever mindful 245 Activity 42. An ethical phone? 250 Activity 43. Our digital planet 253 Activity 44. Keep calm and carry on learning English 258 Activity 45. Said no student ever 262 Future learning 265 III: From application to implementation 266 Incorporating activities into the syllabus 266 The coursebook-driven approach 269 The topic-driven approach 271 The digital literacies-driven approach 271 Choosing activities for different levels and contexts 272 Students’ linguistic competence 273 Students’ technological competence 274 Teachers’ technological competence 275 Overall complexity 276 Contexts 276 Teaching in technology-limited environments 279 Assessing digital work 280 A digital assessment matrix 281 Assessing through e-portfolios 282 IV: From implementation to research 285 Conducting and sharing action research and design-based research 285 Building and maintaining personal learning networks 287 Choosing platforms for personal learning networks 289 Twitter 289 Facebook 290 Other social media 290 Blogs 290 Working across platforms 291 Further reading 292 References 293 Activity keys 316

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Author Information

Mark Pegrum is an 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.

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