Catalog Home Page

Using technology in pedagogically responsive ways to support literacy learners

Kervin, L., Mantei, J. and Herrington, J. (2009) Using technology in pedagogically responsive ways to support literacy learners. In: Hin, L.T.W and Subramaniam, R., (eds.) Handbook of Research on New Media Literacy at the K-12 Level. IGI Global, Hershey, PA, USA, pp. 203-215.

[img]
Preview
PDF - Published Version
Download (1282kB) | Preview
    Link to Published Version: http://dx.doi.org/10.4018/978-1-60566-120-9.ch013
    *Subscription may be required

    Abstract

    In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.

    Publication Type: Book Chapter
    Murdoch Affiliation: School of Education
    Publisher: IGI Global
    Copyright: 2009 IGI Global/Information Science Reference
    URI: http://researchrepository.murdoch.edu.au/id/eprint/5417
    Item Control Page

    Downloads

    Downloads per month over past year