Best Practices in Teaching Digital Literacies by Professor Evan Ortlieb (English

The Nile on eBay   FREE SHIPPING UK WIDE   Best Practices in Teaching Digital Literacies by Professor Evan Ortlieb, Professor Earl H. Cheek, Jr, Peggy Semingson

This edited volume provides a practical framework for teacher education programs to develop K-12 students' digital literacies. It serves as a set of best practices in teaching digital literacies that promotes access to research-based pedagogies for immediate implementation in their classrooms.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

The almost universal reliance upon digitaltools for social, academic, and career development will only become morepronounced in the years to come. Teacher education programs remain ill-equippedto adequately prepare educators with the pedagogies needed to foster digitalliteracies. What is needed is a set of best practices towards teaching digitalliteracies so that teachers can better meet the emerging needs of theirstudents in today's classrooms.Where should teachers begin? What are theessentials of digital literacies within K-12 contexts? And how might wereimagine teacher education programs to optimally prepare teachers for workingwith technologically connected youth, whose literacies are more complex,interconnected, and diverse than ever?This volume provides a practicalframework for teacher education programs to develop K-12 students' digitalliteracies. It offers a set of best practices in teaching digitalliteracies that promote access to research-based pedagogies for immediateimplementation in classrooms.

Author Biography

Evan Ortlieb is Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John's University, USA. He has previous work experience in Singapore and Australia and expertise on literacy improvement, literacy teacher preparation, language diversity, and differentiated literacy instruction. He is President of the Specialized Literacy Professionals SIG of the International Literacy Association and Section Editor of the Journal of Adolescent & Adult Literacy. Earl H. Cheek, Jr. is Patrick and Edwidge Olinde Endowed Professor Emeritus in the Department of Educational Theory, Policy, and Practice at Louisiana State University, USA. As a lifelong literacy leader, he has published widely across fields of content area reading, reading teacher education, diagnostic-perspective methods, and dyslexia. He has served on committees within the International Literacy Association, the Literacy Research Association, and the Association of Literacy Educators and Researchers. Peggy Semingson is Associate Professor of Curriculum and Instruction at The University of Texas at Arlington, USA. Her research interests include social contexts of literacy learning, digital pedagogies, and online literacy teacher education. She has received multiple awards including the President's Award for Excellence in Distance Education Teaching at UT Arlington and the 2017 International Literacy Association (ILA) Jerry Johns Outstanding Teacher Educator in Reading Award.

Table of Contents

Disruptive Innovations in Teacher Education; Evan Ortlieb, Annalisa Susca, JeanVotypka, and Earl H. Cheek Jr.Using the Technology Integration Planning Cycle to Prepare Pre-Service Teachers for Multimodal Instruction; Beth Beschorner, Jamie Colwell, Amy Carter Hutchison, and LindsayWoodwardDesigning Ebooks: Enhancing Prospective Teachers' Digital Literacy Skills; Chinwe H. IkpezeOnly One iPad: Preparing Pre-Service Teachers to Teach Digital Literacies in Under-Resourced Elementary Schools; Chrystine Cooper Mitchell and Jennifer Dandridge TurnerLocating Meaning in a Digital Age; Heather CaseyUsing Backchanneling Technology to Facilitate Dialogic Discussions about Literature; James S. ChisholmDigital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-Service Teachers; James Damico, Alexandra Panos, and Michelle MyersDigital Internships: Enriching Teaching and Learning with Primary Resources; Jenny M. Martin Pre-Service Teachers' Multimodal Text Sets and Use of Technology in Teaching Reading: Lessons Learned from a Design-Based Study; Lisa M. O'Brien, Alejandra Salinas, Kelly C. Reinhart, andJeanne R. ParatoreTaking the Book Review on Air: Bringing Young Adult Literature to Life in Teacher Education; Molly Buckley-MarudasUsing TechScaffold to Foster Teachers' Decision-Making Processes to Support Technology Integration; Richard Beach, John Michael Scott, and Greg Klotz Language Today: Promoting ELA Content Area Learning through Collaboratively Engaged Social Media Practice; Carl A. Young,Nicolette Filson, and Rachael Debnam-O'DeaTactile Picture Book Making and Multimodal Composition: Students Design for Equity in English Language Arts; Bridget Dalton and Kirsten MusettiThe Beginning, Acting, Telling (BAT) Model: A Visual Framework for Teaching Digital Literacy through Inquiry and Information Seeking; Valerie Nesset and Mary McVeeEmpowering Students as Critical Readers and Writers in Online Spaces; Ian O'Byrne

Review

Contributed by researchers from the US, the 15 essays in this volume describe best practices in teaching digital literacies. They discuss how disruptive innovations related to digital literacy can improve traditional approaches to teacher education; the use of the Technology Integration Planning Cycle to prepare pre-service teachers for multimodal instruction; how making ebooks can facilitate digital literacy skills among teacher candidates; preparing pre-service teachers to teach digital literacies in under-resourced elementary schools; the use of metacognition and critical-thinking to support literacy development in a digital age; using backchanneling technologies to facilitate dialogic discussions about literature; and how two pre-service teachers evaluated digital information sources about climate change, to illustrate the challenges and possibilities of an instructional approach aimed at cultivating digital literacies among pre-service teachers. Others address the design of a digital internship to meet the learning goals of students and teacher candidates; pre-service teachers' use of multimodal text sets and technology in teaching reading; a book review podcast project in an adolescent and young adult literature course in a teacher education program; the use of the software platform TechScaffold in teacher education for decision-making processes to support technology integration; promoting English language arts content area learning through collaboratively engaged social media practice; the use of tactile picture book making and multimodal composition for equity in English language arts; a visual framework, the beginning, acting, telling model, for teaching digital literacy through inquiry and information seeking; and empowering students as critical readers and writers and online spaces. -- Annotation ©2018 * (protoview.com) *

Review Quote

Contributed by researchers from the US, the 15 essays in this volume describe best practices in teaching digital literacies. They discuss how disruptive innovations related to digital literacy can improve traditional approaches to teacher education; the use of the Technology Integration Planning Cycle to prepare pre-service teachers for multimodal instruction; how making ebooks can facilitate digital literacy skills among teacher candidates; preparing pre-service teachers to teach digital literacies in under-resourced elementary schools; the use of metacognition and critical-thinking to support literacy development in a digital age; using backchanneling technologies to facilitate dialogic discussions about literature; and how two pre-service teachers evaluated digital information sources about climate change, to illustrate the challenges and possibilities of an instructional approach aimed at cultivating digital literacies among pre-service teachers. Others address the design of a digital internship to meet the learning goals of students and teacher candidates; pre-service teachers' use of multimodal text sets and technology in teaching reading; a book review podcast project in an adolescent and young adult literature course in a teacher education program; the use of the software platform TechScaffold in teacher education for decision-making processes to support technology integration; promoting English language arts content area learning through collaboratively engaged social media practice; the use of tactile picture book making and multimodal composition for equity in English language arts; a visual framework, the beginning, acting, telling model, for teaching digital literacy through inquiry and information seeking; and empowering students as critical readers and writers and online spaces.

Details ISBN1787544346 Pages 272 Publisher Emerald Publishing Limited Year 2018 ISBN-10 1787544346 ISBN-13 9781787544345 Format Paperback Imprint Emerald Publishing Limited Place of Publication Bingley Country of Publication United Kingdom Edited by Peggy Semingson Publication Date 2018-08-22 DEWEY 371.334 Language English AU Release Date 2018-08-22 NZ Release Date 2018-08-22 UK Release Date 2018-08-22 Author Peggy Semingson Series Literacy Research, Practice and Evaluation Alternative 9781787545519 Audience Professional & Vocational We've got this

At The Nile, if you're looking for it, we've got it.With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love!

30 DAY RETURN POLICY

No questions asked, 30 day returns!

FREE DELIVERY

No matter where you are in the UK, delivery is free.

SECURE PAYMENT

Peace of mind by paying through PayPal and eBay Buyer Protection TheNile_Item_ID:161770325;