New media in the classroom: rethinking primary literacy
Burnett, CathyMerchant, Guy
Sage Publications Ltd (London, 2018) (eng) English9781526420855UnknownUnknownLITERACY-SOCIAL ASPECTS; Unknown‘This an exciting publication that offers authentic approaches for educators to meet challenges of the literacy that students need in our evolving digital landscape.’
Maureen Walsh, Adjunct Professor, Australian Catholic University and Honorary Professor, The University of Sydney
‘In this significant new text, Cathy Burnett and Guy Merchant foreground the affective, embodied and emergent nature of making meaning with new media.’
Teresa Cremin, The Open University
The rise of new media technologies has changed the ways in which children engage with texts and this has implications for literacy provision in schools. Drawing on research exploring new media practices within and outside school, this book explains and encourages classroom activity that makes purposeful and appropriate use of these literacies and is underpinned by a set of guiding principles for teaching literacy in contemporary times.
Key topics include:
Building on children’s experiences in and out of school
Supporting children to draw on multiple modes and media to develop and convey meaning
Developing a responsive approach to literacy provision
Investigating ways of encouraging collaboration through and around digital media
Encouraging children to use digital media safely and advantageously
This is essential reading for primary English or elementary language arts modules on initial teacher education courses including university-based and schools-based routes into teaching and also for current teachers wishing to enhance their own literacy teaching.
Cathy Burnett is Professor of Literacy and Education at Sheffield Hallam University.
Guy Merchant is Professor of Literacy in Education at Sheffield Hallam University.
Physical dimension
xviii, 140 p.24 cm.ill.
Summary / review / table of contents
Chapter 1: The challenge of 21st century literacies --
Chapter 2: Acknowledge the changing nature of meaning making --
Chapter 3: Recognise and build on children's linguistic, social and cultural repertoires --Chapter 4: Acknowledge diverse modes and media --
Chapter 5: Recognise the affective, embodied and material dimensions of meaning making --
Chapter 6: Encourage improvisation and experimentation --
Chapter 7: Use playful pedagogies --
Chapter 8: Create opportunities to work with the provisionality of digital media --
Chapter 9: Provide contexts that facilitate criticality --
Chapter 10: Promote collaboration around and through texts in negotiating meaning --
Chapter 11: Making the future together.