" Aoun argues that the only way to create a curriculum for a "robot-proof" education is by fostering "purposeful integration of technical literacies, such as coding and data literacy, with human literacies, such as creativity, ethics, cultural agility, and entrepreneurship.
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There are infinite niches for all ages, social networks, political outlooks, cultural literacies, and social awareness planes.
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We're examining transnational community food literacies and how these connect the stories of people and food across borders.
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They've learned some terribly retrograde media habits, but media habits and use are based on other skills, other literacies.
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Still, beware: Your social media feed on some level is teaching you how to use media, and your literacies are only ever increasing or decreasing, never standing still!
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In 2017, she wrote a chapter titled, "'There's a relationship': Negotiating cell phone use in the high school classroom" in Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation.
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As practitioners and curators increasingly cross artistic boundaries and borrow among disciplines, the new, free web-based publication In Terms of Performance provokes dialogue, debate, and discovery in an anthology of keywords designed to generate shared literacies.
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We explore the history of networks of Mexican and Mexican-American food in Kentucky by writing about recipes and rhetorics that deal with things such as authenticity, local variations and preparations, and how food literacies situate different spaces, identity, and forms of knowledge.
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Hartman research focus falls into three main categories: New Literacies and Intertextualities, Teacher Practices (including adolescent literacies) and the History of Literacy.
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Finn then discusses ways that New Literacies is difficult to employ in the classroom. An ideal classroom to promote democracy would be similar to that of New Literacies.
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In chapter twelve, Finn discusses New Literacies by giving an example of a classroom that uses it. In New Literacies, communication is indistinct and expression is emphasized over correctness. "Gatekeeping" is a mode of correctness that often deters from the content of what the student is trying to communicate. Finn argues then that the approach of New Literacies could help this problem.
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"Graphic Novels for Multiple Literacies." G.A. Schwarz. Journal of Adolescent and Adult Literacy, 2002.
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Retrieved 24 October 2015. O'Mara is engaged in a long-term project on Nuns' Literacies in Medieval Europe which has resulted in conferences in Hull (2011), Missouri-Kansas City (2012), and Antwerp (2013).Nuns’ Literacies in Medieval Europe. Retrieved 25 October 2015.
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Dordrecht, The Netherlands: Springer. Alvermann, D. E. (2009). Sociocultural constructions of adolescence and young people's literacies.
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Her early work focused on the everyday literacies of adolescents within school and out-of-school settings (Knobel 1998). During the past decade her work has increasingly focused on the nature and conduct of teacher research and, particularly, the emergence and take up of new literacies and their implications for literacy education and teacher education. Nowadays, her research interests focus principally on young people's literacy practices, and the study of the relationship between new literacies and digital technologies. She has published a number of books, including "Everyday Literacies: Students, Discourse and Social Practice", which documents four adolescents' in school and out of school literacy practices.
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An example of Dyson's work is given in her book The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (2003).Dyson, A. H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
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Models for historical thinking have been developed to better prepare educators in facilitating historical thinking literacies in students.
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David C. S. Li wrote in Multilingual Hong Kong: Languages, Literacies and Identities that this action was "blurring" the distinctions between the two styles of schools.Li, David C.S. Multilingual Hong Kong: Languages, Literacies and Identities (Volume 19 of Multilingual Education). Springer Science+Business Media, 12 January 2017. , 9783319441955. p. 279.
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Social linguistics and literacies: Ideology in discourses. London: Falmer Press.Hedgcock, J. (1993). Review: J. P. Gee: The Social Mind.
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Ling Liang Church E Wun is one of four high schools participating in the Hong Kong New Literacies Project.
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In 2015, scholar Gabriela Raquel Ríos published "Cultivating Land-Based Literacies and Rhetorics," in which she theorizes the phrase "land-based literacies and rhetorics." Her definition is as follows: > These literacies (acts of interpretation and communication) and rhetorics > (organizational and community-building practices) ultimately build a theory > that 1) recognizes the ways in which land can produce relations and 2) > recognizes the value of embodied ways of knowing (60). Ríos argues that migrant workers' rhetorical practices incorporate their relationship to land and labor in addition to language.
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He has been the program director or co-director for three significant events at York University in Toronto: Marshall McLuhan: What if He Was Right? (1997), The Trudeau Era (1998) and Living Literacies (2002). He is currently continuing to develop the McLuhan Initiative for the Study of Literacies at York University.McLuhan Initiative for the Study of Literacies, Staff He read from this work at The Northrop Frye International Festival in Moncton in April 2011, and in Barcelona, Spain, at the McLuhan 100 conference, in May 2011.
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Social practice perspectives focus on local literacies and how literacy practices are affected by settings and groups interacting around print.
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Li, G. (Ed. 2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing. Li, G., & Wang, L. (Eds.
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Books she has published include The Brothers and Sisters Learn to Write, Popular Literacies in Childhood and School Cultures (2003),Dyson, A. H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers: Teachers College Press. Writing Superheroes, Contemporary Childhood, Popular Culture, and Classroom Literacy (1997),Dyson, A. H. (1997).
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Laws and edicts were posted in writing as well as read out.Susan P. Mattern, Rome and the Enemy: Imperial Strategy in the Principate (University of California Press, 1999), p. 197; Teresa Morgan, Literate Education in the Hellenistic and Roman Worlds (Cambridge University Press, 1998, 2000), pp. 1–2 et passim; Greg Woolf, "Literacy or Literacies in Rome?" in Ancient Literacies, p. 46ff.
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Newark, DE: International Reading Association. Alvermann, D. E., & Hinchman, K. A. (Eds.). (2012). Reconceptualizing the literacies in adolescents’ lives (3rd ed.). New York: Routledge.
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Those who might not have had the chance otherwise are able to cultivate a voice and an audience. In fact, many try on multiple voices, which may or may not resemble the identities they present in physical spaces. Many teachers are wary of digital literacies, thinking of them as irrelevant to academics at best. However, these multiple literacies are a reality in students' lives.
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Dyson, A. H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press. Dyson, A. H. (2003).
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Multimodality is the application of multiple literacies within one medium. For example, understanding a televised weather forecast (medium) involves understanding spoken language, written language, weather specific language (such as temperature scales), geography, and symbols (clouds, sun, rain, etc.). Multiple literacies or "modes" contribute to an audience's understanding of a composition. Everything from the placement of images to the organization of the content to the method of delivery creates meaning.
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New York, NY: Routledge. Alvermann, D. E., & Moore, D.W. (2013). Adolescent literacies. In P. G. Andrews (Ed.), Research to guide practice in middle grades education (pp. 303–327).
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Genre Across Borders Composition scholars also publish in the fields of teaching English as a second or foreign language (TESOL) or second language writing, writing centers, and new literacies.
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Hartman worked as an Assistant and Associate Professor at the University of Pittsburgh (1989-2004). He also served as a Visiting Assistant Professor at the University of California, Berkeley. Hartman continued his research at the University of Connecticut as a Professor, Research Fellow, Research Scientist, and Co- Director of the New Literacies Research Lab (2004-2008).New Literacies Research Lab He also served as a Visiting Professor for the Teachers College at Columbia University.
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Alvarez, Claudio; Milrad, Marcelo; Nussbaum, Miguel. "Collboard: Supporting New Media Literacies and Collaborative Learning Using Digital Pens and Interactive Whiteboards." International Conference on Computers in Education. 2010. Malaysia. Conference Presentation.
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Popular literacies and the" all" children: Rethinking literacy development for contemporary childhoods. Language Arts, 81(2), 100-109. Dyson, A. H. (2013). ReWRITING the basics: literacy learning in children's cultures.
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Journal of Research in Science Teaching whereas material intelligence is new knowledge that furthers human intelligence and skills by interaction with the computer, and existing computer literacies, in a social environment.
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He also worked with colleagues in Brazil with particular interest in ethnographic and academic literacies perspectives. A collection of papers (coedited with Judy Kalman) concerning Latin America was published in 2012.
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In A. Bertschi-Kaufmann & C. Rosebrock (Eds.), Literaliät: Bildungsaufgabe und Forschungsfeld (pp. 91–103). Weinheim and München, Deutschland: Juventa Verlag. Alvermann, D. E. (2009). Reaching/teaching adolescents: Literacies with a history.
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Mahwah, NJ: Erlbaum. Alvermann, D.E. (2000). Researching libraries, literacies, and lives: A rhizoanalysis. In E. St. Pierre & W. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods (pp. 114–129).
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Powell, M. (2005). "Princess Sarah, the Civilized Indian: The Rhetoric of Cultural Literacies in Sarah Winnemucca Hopkins's 'Life Among the Piutes'." Rhetorical Women: Roles and Representations, 63–80.Scholten, P. C. (1977).
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Wakan Konkō Bun shows that the development of written Japanese is inseparable from the use of literary Chinese.Benjamin Elman, Rethink East Asian Languages, Vernaculars, and Literacies, 1000-1919 (Boston; Brill, 2014) 129-130.
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Further efforts to integrate the indigenous into the LadinoHeimberger, Janet L. Language and Ethnicity: Multiple Literacies in Context, Language Education in Guatemala. Bilingual Research Journal. Vol. 30, Issue 1, pp. 65–86, 2006.
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Freebody, with Allan Luke, originated the Four Resources Model of literacy education.Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(3), 7–16.
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Alvermann, D. E., Marshall, J. D., McLean, C. A., Huddleston, A. P., Joaquin, J., & Bishop, J. (2012). Adolescents' web-based literacies, identity construction, and skill development. Literacy Research and Instruction, 51(3), 179–195.
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Reading Psychology, 28, 1–19. Alvermann, D. E., & Xu, S. H. (2003). Children's everyday literacies: Intersections of popular culture and language arts instruction across the curriculum. Language Art, 81, 145–154. Alvermann, D. E. (2002).
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The nature of literacies. In L. Rush, J. Eakle, & A. Berger (Eds.), Secondary school literacy: What research reveals for classroom practice (pp. 1–20). Urbana, IL National Council of Teachers of English. Alvermann, D.E. (2007).
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Michele Knobel a Professor of Education in the Department of Teaching and Learning at Montclair State University and an internationally recognized researcher and scholar in the area of literacy education, new literacies and digital technologies.
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Currently, Alvermann's primary area of research is that of multi-literacies. In an increasingly digitized world, students use not only print-based texts, but those involving image, sound, and interaction. Students develop different literacies, some for in-school and some for out-of-school, but the boundary between academic and non-academic may be illusory. The texts students engage with are often interconnected, as they perform online searches on academic materials to supplement school materials, and seek help on their school work in online communities.
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Multimodality in the 21st century has caused educational institutions to consider changing the forms of its traditional aspects of classroom education. With a rise in digital and Internet literacy, new modes of communication are needed in the classroom in addition to print, from visual texts to digital e-books. Rather than replacing traditional literacy values, multimodality augments and increases literacy for educational communities by introducing new forms. According to Miller and McVee, authors of Multimodal Composing in Classrooms, “These new literacies do not set aside traditional literacies.
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In the early 1990s, Luke and Peter Freebody introduced the Four Resources Model in literacy education.Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(7), 7-16.
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New York, NY: Routledge/Taylor & Francis Group. Unrau, N. J., Alvermann, D. E., & Sailors, M. (2019). Literacies and their investigation through theories and models. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed., pp. 3–34). New York, NY: Routledge/Taylor & Francis Group. Alvermann, D. E., & Robinson, B. (2017). Youths’ global engagement in digital writing ecologies. In K. Mills, A. Stornaiuolo, A. Smith, & J. Z. Pandya (Eds.), Handbook of Writing, Literacies and Education in Digital Cultures (pp. 161–172).
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David R Cole (born 1967) is an Australian researcher in the fields of literacies, globalization, critical thinking, the philosophy of education and Gilles Deleuze. He is currently employed by the University of Western Sydney as Associate Professor in Literacies, English and ESL in the Centre for Educational Research as the Globalisation theme leader. Cole studied at the University of Liverpool, Bath Spa University and the University of Warwick. He started working in Australia in teacher education at the University of Tasmania (2004-2007) and lectured at the University of Technology, Sydney (2008-2011).
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Newark, DE: International Reading Association and National Science Teachers Association. Alvermann, D. E., & Eakle, A. J. (2003). Comprehension instruction: Adolescents and their multiple literacies. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 12–29).
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Cambria Heights Academy or Cambria Heights Academy for New Literacies or Q326 is a secondary school in Queens, New York City, United States, serving grades 9 through 12. It is in New York City Schools Geographic District 29.
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In his book entitled Local literacies: reading and writing in one community, Barton and his co-author (Hamilton) focused on a particular community in Britain by analysing how people use literacy in their everyday lives. Their exploration provides a description of literacy at one segment in time, and also explores the nature and significance of communication to people, households and communities. Between 2002 and 2009, Barton's research was funded by the Department for Education and Skills as part of a national research and development consortium, the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) to support the major government initiative Skills for Life. In an article entitled Redefining Vernacular Literacies in the Age of Web 2.0, published in Applied Linguistics in 2013, Barton and Lee examined the characteristics of vernacular literacies on Web 2.0, focusing on the writing activities performed on the photo-sharing website Flickr.com.
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Documenting" the Real": youth, race, and the discourse of realness in visual culture. Stanford University, 2001.Flores, Maria Ruth A. Knowledge Morena and Literacies de Colores: Toward the Embodiment of Life Giving Knowledges in the Arts, Poetry and Song. ProQuest, 2006.
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Cate Fowler (born 13 June 1949 in Tumut, New South Wales, Australia) is a theatre producer and director specialising in work for children and families and an educationalist engaged in research in the areas of children's performance and creative literacies.
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Barton has publications in several journals such as Applied Linguistics, TESOL Quarterly, Writing & Pedagogy, Discourse, Context and Media, Journal of the European Association of Languages for Specific Purposes, Journal of Child Language, Situated literacies: Reading and writing in context, and Language and education.
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Indeed, Kellner has focused studies in education on explicating media literacy and the multiple literacies needed to critically engage culture in the contemporary era. On this basis, he has called for a democratic reconstruction of education for the new digitized, mediated, global and multicultural era.
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Cate is directing The Green Sheep and Cat for the 2008 ASSITEJ World Congress and Festival. Cate is also directing The Green Sheep in New York and Seattle in September–October 2008. She is also continuing her research into early childhood performance and creative literacies.
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Applied linguistics is an interdisciplinary field. Major branches of applied linguistics include bilingualism and multilingualism, conversation analysis, contrastive linguistics, sign linguistics, language assessment, literacies, discourse analysis, language pedagogy, second language acquisition, language planning and policy, interlinguistics, stylistics, language teacher education, pragmatics, forensic linguistics and translation.
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Alvermann's research builds on James Paul Gee's concepts of capital "D" Discourse and New Literacies, and Allan Luke's Four Literacies Model. She is also influenced by Michel Foucault's philosophy on Discourse and Social Constructionism (especially in regard to Maxine Greene's philosophy on how educational institutions should encourage students to challenge social categorization and power structures, and Judith Green's further development of these ideas), and Harold L. Herber's research on how students read. Patty Lather and Elizabeth St. Pierre's development of post-structuralist and Feminist theory also play a role, and their work on qualitative research in the field of Education provides an important research model.
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What a genealogical analysis of Nila Banton Smith's American Reading Instruction reveals about the present through the past. Reading Research Quarterly. Alvermann, D. E. (2015). Being in the moment: Implications for teaching and young people's digital literacies. Journal of Adolescent & Adult Literacy, 58(8), 625–631).
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Participatory culture shifts this literacy from the individual level to community involvement. Networking and collaboration develop social skills that are vital to the new literacies. Although new, these skills build on an existing foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.
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Boston, MA: Allyn & Bacon. [Note: This book is in its 8th edition] Alvermann, D. E., Swafford, J., & Montero, M. K. (2004). Content area literacy instruction for the elementary grades. Boston, MA: Allyn & Bacon. Alvermann, D. E. (Ed.). (2002). Adolescents and literacies in a digital world. New York: Peter Lang.
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Since Quechua is no longer an official language of Peru, Quechua literacy is not consistently encouraged in schools.Hornberger, Nancy "Quechua Literacy and Empowerment." Indigenous Literacies in the Americas Ed. Hornberger, Nancy. New York: Mouton de Gruyter, 1996 Peru's education system is instead based on Spanish, the nation's official language.
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Another dimension of this critical framing may be extended to the diverse types and purposes of literacy in contemporary society. The traditional curricula operates on various rules of inclusion and exclusion in the hierarchical ordering of textual practices, often dismissing text types such as picture books or popular fiction. Similarly, items like blogs, emails, websites, visual literacies, and oral discourses may often be overlooked as "inferior literacies". In excluding them from mainstream literacy practices, we become prone to disenfranchise groups and may lose out on opportunities to sensitize learners to consider underlying issues of power, privilege, and prejudice, both in terms of identifying these in societal practices, as well as in questioning dominant discourses that normalize these.
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ASLERD is strongly involved in supporting secondary schools in improving their smartness. Since its foundation, the association has been successfully implementing actions aimed at disseminating design and evaluation literacies, fostering participatory evaluation, co-design and the increase of the social capital and experimenting with new approaches and strategies for Alternate Schemes.
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Alvermann, D.E., Moon, J.S., & Hagood, M.C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association and National Reading Conference. Alvermann, D. E., Hinchman, K. A., Moore, D. W., Phelps, S. F., & Waff, D. R. (Eds.). (1998). Reconceptualizing the literacies in adolescents’ lives.
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In C. Harrison, M. Bailey, & A. Dewar (Eds.), New paradigms in reading assessment (pp. 50–60). London: Routledge. Alvermann, D. E. (1998). Imagining the possibilities. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (pp. 353–372).
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Brethren is an Australian hip hop duo from Sydney formed in 1989. The group comprises Matthew Peet a.k.a. "Mistery" and Claude Rodriguez a.k.a. Wizdm.Australian Hip Hop's multi-cultural literacies, A subculture emerges into the light, Tony Mitchell They have released two albums, two EPs and a number of singles and collaborations.
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At the same time, a new script was created, Neo-Tifinagh, based on the traditional Tifinagh script but augmented with letters for vowels and additional letters for consonants.Jas Blommaert (2011), 'Small print: reflections on multilingual literacies in the global south.' Compare: A Journal of Comparative and International Education, 41 (2), p. 296.
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In E. Lindemann (Ed.), Reading the past, writing the future: A century of American literacy education and the National Council of Teachers of English (pp. 55–90). Urbana, IL: National Council of Teachers of English. Alvermann, D. E. (2009). New Literacies: Schnittmengen der Interessen von Heranwachsenden und der Wahrnehmungen von Lehrerinnen und Lehrern.
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Since information may be presented in a number of formats, the term "information" applies to more than just the printed word. Other literacies such as visual, media, computer, network, and basic literacies are implicit in information literacy. Many of those who are in most need of information literacy are often amongst those least able to access the information they require: As the Presidential Committee report points out, members of these disadvantaged groups are often unaware that libraries can provide them with the access, training and information they need. In Osborne (2004), many libraries around the country are finding numerous ways to reach many of these disadvantaged groups by discovering their needs in their own environments (including prisons) and offering them specific services in the libraries themselves.
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Other projects transcribe or abstract records. Offering record lookups for particular geographic areas is another common service. Volunteers do record lookups or take photos in their home areas for researchers who are unable to travel.Heather Lynn Willever-Farr, Finding Family Facts in the Digital Age: Family History Research and Production Literacies (Drexel University Press, 2017).
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Commentary: Why bother theorizing adolescents' online literacies for classroom practice and research? Journal of Adolescent & Adult Literacy, 52, 8–19. Alvermann, D. E., Hagood, M. C., Heron-Hruby, A., Hughes, P., Williams, K. B., & Jun-Chae, Y. (2007). Telling themselves who they are: What one out-of-school time study revealed about underachieving readers.
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Who are these guys? And why aren’t they ever on the shelf?, " School Library Journal (March 1, 2006).Schwarz, Gretchen E. '"Graphic Novels for Multiple Literacies," Journal of Adolescent & Adult Literacy (International Reading Association) (November 2002): "In an increasingly visual culture, literacy educators can profit from the use of graphic novels in the classroom.
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Alvermann has authored or co-authored over twenty books, including: Alvermann, D. E., Unrau, N. J., Sailors, M., & Ruddell, R. B. (Eds.). (2019). Theoretical models and processes of literacy (7th ed., 624 pp.). New York, NY: Routledge/Taylor & Francis Group Alvermann, D. E. (Ed.). (2016). Adolescents’ online literacies: Connecting classrooms, digital media & popular culture (Revised edition).
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It was not the literacy skills as such, but the social functions associated with particular literacies, that influenced the development of commercial literacy in this village. Later in his career Street worked on academic literacy and numeracy, and both areas can be said to reflect and build on his view of literacy. In several articles on academic literacy (most coauthored with Mary R. Lea) Street critiques the notion of academic literacy as a set of skills to give writings structure, content and clarity, and argues that this varies across disciplines, and that what is seen as "appropriate writing" is more closely tied to epistemologies and the underlying assumptions of different disciplines. The perspective of academic literacies acknowledges and takes into account the power and discourses within institutions and institutional production and representation of meaning.
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In K. Jones & M. Martin-Jones (Eds.), Multilingual Literacies. Reading and writing different worlds (pp. 17–29). Philadelphia: John Benjamins Publishing Company The notion of literacy practices stems from Street’s fieldwork in an Iranian mountain village, Cheshmeh, where he realised that people used literacy in different ways in different contexts, and for different purposes: maktab, schooled and commercial literacy practices.
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The word scriba might also refer to a man who was a private secretary, but should be distinguished from a copyist (who might be called a "scribe" in English) or bookseller (librarius).Peter White, "Bookshops in the Literary Culture of Rome," in Ancient Literacies: The Culture of Reading in Ancient Greece and Rome (Oxford University Press, 2009), p. 269, note 4.
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New York: MLA, 1991, 33-40. that introduce and encourage discussions of multiple literacies, the implications of power, and the "contact zones" where cultures overlap and potentially collide. When it comes to the personal essay, students from different multicultural backgrounds will bring different approaches, from the way the begin their stories to the information they choose to address.Herrick, Jeanne Weiland.
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Students develop these literacies for personal as well as academic reasons. Even many students who claim not to be readers engage in online discourse about their favorite media properties (including “remixing” texts through things like fan-fiction). They also learn technical skills independently, editing videos, creating music, and designing web-pages. These digital practices can help students academically and in personal development.
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Prior to white contact, and the introduction of schooners, the Kangiryuarmiut migrated mostly by foot, developing what Nuttall (1992) referred to as an "embodied memoryscape" in that people knew all place names en route, the accompanying stories, and a collective significance and relational understanding of locations. According to Balanoff and Chambers, this knowledge is integral to social identity and Inuinnaqtun literacies.
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"Chickenhead" is an American English slang term that is typically used in a derogatory manner toward women.Richardson, Elaine B. Hiphop literacies. London; New York: Routledge, 2006, , p. 42. The term mocks the motion of the body while performing oral sex on a man, but contains social characteristics and cultural relevance as well, and is frequently heard in popular hip hop music.
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In a paper co-written with G. Melles in 2012, titled "Writing PAD: Writing purposefully in art and design: Responding to converging and diverging new academic literacies", Lockheart argues that while academic literacies and writing practices are well-established in older, traditional academic disciplines, more recent disciplines such as art and design have been forced to adopt these existing academic practices or to justify their own distinctive practices, and this has been a contentious issue in the discipline of art and design (which includes diverse fields, each with their differences and their own requirements, such as fine art, graphic design and fashion design). It is in this spirit that Lockheart teaches Contextual Practice, and primarily for this reason that she co-founded an academic network, Writing-PAD, to provide a platform for these new ideas and practices (see below).
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Due to this, it is crucial for education systems to examine distinct forms of teaching and provide the appropriate resources and knowledge for the contemporary world. One of the reasons why digital media literacy is taught is because our society is becoming increasingly saturated with media content and messaging.Koltay, Tibor (2011-03-23). "The media and the literacies: media literacy, information literacy, digital literacy:".
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The spoken and written word are not obsolete, but they are no longer the only way to communicate and interpret messages. Many mediums can be used separately and individually. Combining and repurposing one mode of communication for another has contributed to the evolution of different literacies. Communication is spread across a medium through content convergence, such as a blog post accompanied by images and an embedded video.
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It has also been suggested that the linguistic differences between Standard English and CMC can have implications for literacy education.Hawisher, Gale E. and Cynthia L. Selfe (eds). (2002). Global Literacies and the World-Wide Web. London/New York: Routledge This is illustrated by the widely reported example of a school essay submitted by a Scottish teenager, which contained many abbreviations and acronyms likened to SMS language.
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In David Prescott (Ed.) English in Southeast Asia: Varieties, Literacies and Literatures, Newcastle, UK: Cambridge Scholars Publishing, pp. 246–258. so it shares the H role with Standard Malay. Another code that competes for the H role in some situations is the special palace register of Brunei Malay, which includes an elaborate system of honorific terms for addressing and referring to the Sultan and other nobles.Fatimah Awg Chuchu (1996).
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He specializes in language and literacy research, with a particular interest in new literacies associated with the explosion of the internet. He was originally trained as an educational philosopher with interests in political and moral philosophy. His doctoral thesis looked at freedom in education. In the course of his doctoral studies he became interested in a conception of freedom as liberation developed by the Brazilian educator Paulo Freire.
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Although Finland's television offerings are largely known for their domestic dramas, such as the soap opera series Salatut elämät, which has been circulating since 1999 to the present day,Juha Suoranta & Hanna Lehtimäki: Children in the Information Society: The Case of Finland (New Literacies and Digital Epistemologies). Peter Lang Inc., International Academic Publishers, 2004. .Elisabeth Eide & Kaarina Nikunen: Media in Motion: Cultural Complexity and Migration in the Nordic Region (Research in Migration and Ethnic Relations).
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The true representation of exactly scaled bond length and bond angles in 3D printed molecular models can be used in organic chemistry lecture courses to explain molecular geometry and reactivity. According to a recent paper by Kostakis et al., 3D printing and design can electrify various literacies and creative capacities of children in accordance with the spirit of the interconnected, information-based world. Future applications for 3D printing might include creating open-source scientific equipment.
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Hoyles began her career as a secondary school teacher, later becoming an academic. In the late 1980s she was co-presenter of Fun and Games, a prime time television quiz show about mathematics. With Arthur Bakker, Phillip Kent, and Richard B. Noss she is the co-author of Improving Mathematics at Work: The Need for Techno-Mathematical Literacies. Hoyles served as president of the Institute of Mathematics and its Applications (IMA) from 2014 to 2015.
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A variety of scholars have proposed theoretical frameworks for media literacy. Renee Hobbs identifies three frames for introducing media literacy to learners: authors and audiences (AA), messages and meanings (MM), and representation and reality (RR). In synthesizing the literature from media literacy, information literacy, visual literacy and new literacies, she identifies these core ideas that form the theoretical context for media literacy.Hobbs, R. (2006) Multiple visions of multimedia literacy: Emerging areas of synthesis.
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Multiliteracies transcend conventional print literacies and the centrality of cultures that have historically extolled it, offering much scope for arts-based approaches in decolonizing initiatives (Flicker et. al., 2014) or reflexive visual methodologies in situated contexts (Mitchell, DeLange, Moletsane, Stuart, & Buthelezi, 2005). However, in so far as access to digital tools and infrastructures is concerned, we still need to take into account issues of agency, capital, socioeconomic status, and digital epistemologies (Prinsloo & Rowsell, 2012).
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Allender began his career as a high school English teacher. He earned his PhD at the University of Queensland, Australia and teaches coursework in multicultural literature, urban education, linguistics for educators, and new literacies. In addition to teaching at UC Berkeley, Allender has taught and lectured at a number of other colleges and universities, including San Francisco State University, New York University, Stanford University, University of California, Los Angeles, Fordham University, and Medgar Evers College.
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Through Edwards's work related to family involvement and literacy in multicultural and international contexts, she has found that teachers often lack preparation in how to respond to and meet the needs of diverse groups of students and their families.Turner, J.D., & Edwards, P. A. (2009). Old tensions, new visions: Implications for teacher education programs, K- 12 schools, and family literacy programs. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling (pp. 246-268).
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Joanne Larson holds the Michael W. Scandling Professorship at the University of Rochester Margaret Warner Graduate School of Education and Human Development .Professor Joanne C. Larson She is also chair of the Teaching, Curriculum, and Change department. In the past ten years, Larson has emerged as a leading scholar in the New Literacies Studies,the socioculturally situated study of literacy. Her work examines how language and literacy practices mediate social and power relations in elementary classrooms.
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The setting of the task (school environment), the trust in their teacher and the scholar, and the emotional involvement (the topic was an animal in danger) might have made it more difficult for them to perceive the information on the website as fake. Several told the scholar they were shocked that they had considered the digital information on the website to be reliable, as they had received several new literacies training at school over the past year.
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Jenkins et al. believes that conversation surrounding the digital divide should focus on opportunities to participate and to develop the cultural competencies and social skills required to take part rather than get stuck on the question of technological access. As institutions, schools have been slow on the uptake of participatory culture. Instead, afterschool programs currently devote more attention to the development of new media literacies, or, a set of cultural competencies and social skills that young people need in the new media landscape.
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Doctoral programs allow students to pursue positions as professors or researchers in wide array of settings. The two main research units are the New Literacies Research Lab, which is recognized as the world's premier labor for reading comprehension and learning skills required for emerging information and communication technologies, and the Reading/Language Arts Center, which facilitates the improvement of literacy instruction. One particular focus of the program is strengthening Connecticut's investments in K-12 science programs and other STEM fields.
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Augustus established the lusus Troiae as a regular event.Frequentissime: Suetonius, Augustus 43. Its performance was part of a general interest in Trojan origins reflected also in the creation of the Tabulae Iliacae or "Trojan Tablets," low reliefs that illustrate scenes from the Iliad and often present text in the form of acrostics or palindromes, suggesting patterned movement or literary mazes.Thomas Habinek, "Situating Literacy at Rome," in Ancient Literacies: The Culture of Reading in Greece and Rome (Oxford University Press, 2009), pp.
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All staff (teaching and support staff) use basic software applications with the aim of having teaching staff engaged with Web 2.0 Interactive Technologies. Staff are engaging in MOODLE editing to provide lesson material for students on the internet. In 2007 it became an ICT and Business Focus school due to its emphasis on learning technologies and information literacies across the school. In 2008 it was selected as one of five South Australian secondary schools to Pilot the current Digital Education Revolution (DER).
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In J. V. Hoffman & Y. M. Goodman (Eds.), Changing literacies for changing times: An historical perspective on the future of reading research, public policy & classroom practices (pp. 98–107). New York: Routledge/Taylor & Francis Group. Alvermann, D. E., & Mallozzi, C. A. (2009). Moving beyond the Gold Standard: Epistemological and ontological considerations of research in science literacy. In M. C, Shelley, II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 63–81).
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Colin Lankshear is Adjunct Professor at James Cook University, Mount St Vincent University and McGill University. He is an internationally acclaimed scholar in the study of new literacies and digital technologies (cf., Lankshear 1987; Lankshear 1997; Lankshear & Snyder, 2000; Lankshear & Knobel, 2003; Lankshear & Knobel 2006; Knobel & Lankshear, 2007; Coiro, Knobel, Lankshear & Leu, 2008; Lankshear & Knobel, 2008). Between 1976 and 1992 he worked at University of Auckland, before taking up a research director position at Queensland University of Technology from 1993-1998.
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William V. Harris, Ancient Literacy (Harvard University Press, 1989), p. 5; William A. Johnson, Ancient Literacies: The Culture of Reading in Greece and Rome (Oxford University Press, 2009), pp. 3–4, especially note 5; T.J. Kraus, "(Il)literacy in Non-Literary Papyri from Graeco-Roman Egypt: Further Aspects of the Educational Ideal in Ancient Literary Sources and Modern Times," Mnemosyme 53.3 (2000), p. 325; Marietta Horster, "Primary Education," in The Oxford Handbook of Social Relations in the Roman World, pp.
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Public email b November 4th, 2007 by Paul Maunder s Gamification as a teaching tool has sparked interest in education, and Gee suggests this is because games have special properties that books cannot offer for digital natives.Gee, J. P. (2012). The old and the new in the new digital literacies. The Educational Forum, 76, 418-420 For instance, gamification provides an interactive environment for students to engage and practice 21st century skills such as collaboration, critical thinking, problem solving, and digital literacy.
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Kucirkova received her bachelor's degree from University of Bath and her Ph.D. in education and educational technology from The Open University. Her pre- doctoral fellowship was at Harvard University. She founded and directs the International Collective of Children’s Digital Books and the Children’s Digital Book Award, which involve designers, researchers and teachers to support digital literacies for young children. In addition to her research on children's use of e-books and apps, Kucirkova is also an expert on personalization and use of children's personal data.
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Expressions — producing new creative > forms (such as digital sampling, skinning and modding, fan videomaking, fan > fiction writing, zines, mash-ups). Collaborative Problem-solving — working > together in teams, formal and informal, to complete tasks and develop new > knowledge (such as through Wikipedia, alternative reality gaming, spoiling). > Circulations — Shaping the flow of media (such as podcasting, blogging). In addition, Jenkins and his collaborators have also identified a range of media literacy skills needed to be effective members of these participatory culture forms \- see the New Media Literacies section below.
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He has been a frequent contributor to the Connected Learning Alliance blog on topics ranging from new media literacy to learning innovation. Rheingold lives in Mill Valley, California, with his wife Judy and daughter Mamie. In an entry on his video blog, he provides a tour of the converted garage that became a "dream office" and an "externalization of [his] mind" where Rheingold absorbs information, writes, and creates art. He contributed the essay "Participative Pedagogy for a Literacy of Literacies" to the Freesouls book project.
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This connection is made by understanding that situated cognition maintains that individuals learn through experiences. It could be stated that these experiences, and more importantly the mediators that affect attention during these experiences is affected by the tools, technologies and languages used by a socio-cultural group and the meanings given to these by the collective group. New literacies research examines the context and contingencies that language and tool use by individuals and how this changes as the Internet and other communication technologies affect literacy.Leu et al.
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London: I.B. Tauris, 1997 Elders, parents and grandparents are typically involved in teaching the children the cultural ways, along with history, community values and teachings of the land.Hornberger, Nancy H. Indigenous Literacies in the Americas: Language Planning from the Bottom up. Berlin: Mouton De Gruyter, 1997 Children in indigenous communities can also learn from the underlying message of a story. For example, in a nahuatl community near Mexico City, stories about ahuaques or hostile water dwelling spirits that guard over the bodies of water, contain morals about respecting the environment.
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In The End of Books – or Books Without End?, J. Yellowlees Douglas noted that the suspects simply answer the questions to a generic detective, rather than injecting their responses with reactions to an investigator with a colorful personality such as Philip Marlowe or Virginia West. Wired] wrote that the series "proves the rich potential of the mystery genre in the interactive medium", and that "sophisticated multimedia entertainment can be put together on a reasonable budget". Reconceptualizing the Literacies in Adolescents' Lives noted that the series inspired players to create murder mysteries of their own.
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Hartman has published in the areas of New Literacies and Intertextuality. This area of research has focused on the discussion of multiple texts and building sustainable cognition along with a transition to online reading. This area of research began through Dr. Hartman’s work on his Dissertation “Eight Readers Reading: The Intertextual Links of Able Readers Using Multiple Passages ” (winner of the International Reading Association’s Dissertation of the Year Award) and continues with his most recent, in print, publication “From Print to Pixels: The Evolution of Cognitive Conceptions of Reading Comprehension” (Hartman, Morsink, and Zheng, 2010).
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The formulation of "A Pedagogy of Multiliteracies" by the New London Group expanded the focus of literacy from reading and writing to an understanding of multiple discourses and forms of representation in public and professional domains. The new literacy pedagogy was developed to meet the learning needs of students to allow them to navigate within these altered technological, cultural, and linguistically diverse communities. The concept of multiliteracies has been applied within various contexts and includes oral vernacular genres, visual literacies, information literacy, emotional literacy, and scientific multiliteracies and numeracy.
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He is editor- in-chief of Educational Studies in Mathematics. Before, he was associate editor of Educational Studies in Mathematics since 2014. With Celia Hoyles, Phillip Kent, and Richard B. Noss, he is the co-author of Improving Mathematics at Work: The Need for Techno-Mathematical Literacies (Routledge, 2010).[4] His main area of expertise is mathematics education, but he has contributed also to a more general boundary-crossing framework, and to the development of design research in education as a methodological approach to improve education and education as a design science more generally.
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In 2004, Bakker graduated (PhD) on his dissertation titled Design research in statistics education: On symbolizing and computer tools, one of the first dissertations on design research (supervised by Koeno Gravemeijer, Gellof Kanselaar, and Jan de Lange). Alongside this project, he participated as advisor and curriculum author in the TinkerPlots project (NSF, ESI-9818946), directed by Cliff Konold (UMass, Amherst). At the Institute of Education (now UCL), he was research officer with Phillip Kent, in the TLRP project Technomathematical Literacies in the workplace, codirected by Celia Hoyles and Richard Noss (2004-2007).
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Fleckenstein sees "imageword" as offering "a double vision of writing-reading based on [the] fusion of image and word, a double vision of literacy". Dale Jacobs sees the reading of comics as a form of "multimodal literacy or multiliteracy, rather than as a debased form of print literacy". According to Jacobs, comics can help educators to move "toward attending to multimodal literacies" that "shift our focus from print only to multiple modalities". He encourages educators to embrace a pedagogy that will give students skills to effectively negotiate these multiple modalities.
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Because media theory focuses so much on specific, often technical aspects of writing, it has much room for overlap, and facilitates other theoretical composition pedagogies. For instance, Writing Across the Curriculum (commonly known as WAC) focuses on the different ideologies, paradigms, and standards between various disciplines, especially when it comes to writing and how these play out within writing. Thus, WAC recommends an approach to teaching writing that emphasizes these differences and the rhetorical awareness that is needed to write to varying audiences. Media theory works well with WAC because it, too, emphasizes different and multiple literacies.
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He was a Fulbright Award recipient in 2000–2001. He is the Director of the integrating Technologies through Education and Cultures LAB and as of 2009 he is researching the administrative, assessment, communicative, curricular, pedagogical, and research dimensions associated with the use and integration of Information and Communication Technologies (ICT) (e.g., new media, learning technologies, digital literacies, digital culture, etc.). His research examines the changing dynamics and contextual conditions that influence how administrators, teachers, and students accept, oppose, and/or resist the use of educational technologies in face-to-face, hybrid, and online distance education learning environments.
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Allender was asked to help the parents and teachers work through the impasse by leading them through the process of doing an ethnographic study of their experiences. In 2006 NCTE West was the gathering place for the first ever 21st century Literacies Impact Conference sponsored by the Verizon Foundation, Apple Inc., and The Partnerships for 21st century Schools, E-Luminate Group. Allender's work with the Partnership for 21st century Skills on the English Language Arts Literacy Map was the inspiration for the conference which brought together the leading education content area groups: NCTE , NCTM , NCSS , and NSTA .
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Historically, literacy has been understood as the ability to read or write. The spread of ASL literature has challenged the idea that language users can only be literate in languages with written forms. This concept is related to the idea of Multiliteracies, a term coined by the New London Group in 1996, based on the belief that literacy is created through social constructs rather than written representations of language. They felt that the traditional definition of literacy was no longer adequate to represent the types of literacies that proliferated through an increased global and technologically advanced society.
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Shortly thereafter, in conjunction with the Institute for the Future, Rheingold launched an effort to develop a broad-based literacy of cooperation. In 2008, Rheingold became the first research fellow at the Institute for the Future, with which he had long been affiliated. Rheingold is a visiting lecturer in Stanford University's Department of Communication where he has taught courses such as "Digital Journalism", "Virtual Communities and Social Media", and "Social Media Literacies". He is a former lecturer in UC Berkeley's School of Information where he taught "Virtual Communities and Social Media" and "Participatory Media/Collective Action".
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With artificial intelligence, technology is increasingly involved in education. New digital competencies and media literacies call for a gender transformative approach (promoting gender equality, sharing control of resources and decision-making and women’s empowerment) to the digitization and utilization of artificial intelligence (AI). Unlocking digital barriers through open educational resources enables global online learning and facilitate education for all. Media and communication students will require ethics courses to establish their critical thinking skills and training. This will be crucial in a ‘fake news’ era when trust in media professionals is being eroded, especially when news and documentary production is impacted by the capacity of AI to manufacture authentic-looking ‘fake’ material.
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Designed with a multidisciplinary approach, University Courses establishes links between the natural and social sciences as well as among other disciplines. During freshman year, students take courses that focus on Humanity and Society, Principles of Atatürk and History of Turkish Revolution, Turkish Language and Literature, Science of Nature, Mathematical Functions: Discrete and Continuous, Interfaculty Course: Computational Approaches to Problem Solving and Academic Literacies. In the sophomore year, students take “Major Works” courses that focus on various significant literary and artistic works. Law and Ethics, taken in either the junior or senior year, examines the complementary concepts of law and ethics in relation to everyday moral dilemmas and choices.
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The V&R; project explored learners' motivations behind different types of engagement with the digital environment, when seeking information. The investigation focused on the sources learners turn to in order to gather information, and which on- and off-line spaces they choose to interact in as part of the learning process. The study used the Digital Visitors and Residents framework to map learners' modes of engagement in both personal and institutional contexts. The project assessed whether individual approaches shift according to the learners' educational stage or whether they develop practices/literacies in early stages that remain largely unchanged as they progress through their educational career.
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The Japanese custom of dogeza Orz (other forms include: ) is an emoticon representing a kneeling or bowing person (the Japanese version of which is called dogeza) with the "o" being the head, the "r" being the arms and part of the body, and the "z" being part of the body and the legs. This stick figure can represent respect or kowtowing, but commonly appears along a range of responses, including "frustration, despair, sarcasm, or grudging respect".Rodney H. Jones and Christoph A. Hafner, Understanding Digital Literacies: A Practical Introduction (London: Routledge, 2012), 126-27. It was first used in late 2002 at the forum on Techside, a Japanese personal website.
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His work in translating and editing works of Paulo Freire, his published dialogues with Freire, and his own research on Freire's pedagogy, have significantly contributed to the field of critical pedagogy. Macedo co- authored two books with Freire, Literacy: Reading the Word and the World (1987) and Ideology Matters (2002). His other publications include: Literacies of Power: What Americans Are Not Allowed to Know (1994), Dancing With Bigotry (with Lilia Bartolome, 1991), and Critical Education in the New Information Age (with Manuel Castells, Ramón Flecha, Paulo Freire, Henry Giroux and Paul Willis, 1999). He also served as the editor for and contributed and introduction to Noam Chomsky's Chomsky on Miseducation (2000).
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59:617–45 Situated cognition draws a variety of perspectives, from an anthropological study of human behavior in the context of technology-mediated work, or within communities of practice to the ecological psychology of the perception-action cycleJames J. Gibson, 1986 and intentional dynamics,Shaw, Kadar, Sim & Reppenger, 1992 and even research on robotics with work on autonomous agents at NASA and elsewhere (e.g., work by W. J. Clancey). Early attempts to define situated cognition focused on contrasting the emerging theory with information processing theories dominant in cognitive psychology.Bredo, 1994 Recently theorists have recognized a natural affinity between situated cognition, New Literacy Studies and new literacies research (Gee, 2010).
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Patricia Irene Hogan (born 1953) is a Professor of Management of Health & Fitness in the School of Health and Human Performance at Northern Michigan University in Marquette, Michigan, USA. Dr. Hogan publishes and presents in the areas of developing Professional Intellect in university students, Inquiry-Based and Problem-Based Learning, professional ethics, prosumerism, Social Media applications in education mission-central learning, and in Social Media for Sport and Fitness Business. Her educational scholarly interests involve experimenting with promoting a connectivist approach (Siemens, 2009) to enhance learning for relevant literacies and skill-sets in her classes and to teaching for integrative and abductive reasoning and design thinking (, 2009). She also engages Project Based Learning in her classes.
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Related to Alvermann's studies in multi-literacies is her research on students' interests in popular culture and whether this can be used in the classroom. Although conventional thinking tends to view pop culture as shallow and unworthy of discussion, students are motivated to think critically about their favorite media; even those considered “struggling readers” for their failure to live up to cultural academic standards often read and engage with the texts they enjoy of their own free will. This kind of “play” encourages free thinking. Alvermann advocates for bringing these personal interests into the classroom, mixing them with more traditional academics, and facilitating classroom discussion instead of unilateral lecture transmission of information from the teacher.
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Imaginary Realities featured articles by Richard Bartle, Raph Koster, Julian Dibbell, Chip Morningstar, Randy Farmer, Skotos, Brian Green, George Reese, Jessica Mulligan, Wes Platt, Cat Rambo, Richard Woolcock, and Geoff Wong, as well as many other major figures in the MUD community. It was edited by David "Pinkfish" Bennett of Discworld MUD, Selina Kelley, Marcie Kligman and Daniel McIver. Articles from Imaginary Realities have been cited in Richard Bartle's Designing Virtual Worlds and Julie Coiro's Handbook of Research on New Literacies, and it was noted in Mulligan & Patrovsky's Developing Online Games as a venue where a previous work by Mulligan was published. After its disappearance from the Web, several mirrors of the original Imaginary Realities were brought online.
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"Sea turtle" in Chinese (海龟) is a homophone of the term for a student returned from study overseas Haigui () is a Chinese language slang term for Chinese people who have returned to mainland China after having studied abroad for several years. These graduates from foreign universities used to be highly sought out by employers in China, but at least one study has indicated they are now less likely to receive callback from jobs compared to Chinese students with a Chinese degree,Fraiberg, S., Wang, X., & You, X. (2017). Inventing the world grant university: Chinese international students’ mobilities, literacies, and identities. Utah State University Press, An imprint of University Press of Colorado.
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The recipes inside of the cookbooks also qualify as multimodal. Recipes delivered through any medium, whether that be a cookbook or a blog, can be considered multimodal because of the “interaction between body, experience, knowledge, and memory, multimodal literacies” that all relate to one another to create our understanding of the recipe. Recipe exchanging is an opportunity for networking and social interaction. According to Fleitz, “This interaction is undeniably multimodal, as this network “makes do” with alternative forms of communication outside dominant discursive methods, in order to further and promote women's social and political goals.” Cookbooks are only a singular example of the capacity of multimodality to build community identities, but they aptly demonstrate the nuanced aspects of multimodality.
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Scribner and Cole found no generalizable cognitive benefits from Vai literacy; instead, individual differences on cognitive tasks were due to other factors, like schooling or living environment. The results suggested that there is “no single construct of literacy that divides people into two cognitive camps; [...] rather, there are gradations and types of literacies, with a range of benefits closely related to the specific functions of literacy practices.” Furthermore, literacy and social development are intertwined, and the literacy divide does not exist on the individual level. Warschauer draws on Scribner and Cole’s research to argue that ICT literacy functions similarly to literacy acquisition, as they both require resources rather than a narrow cognitive skill.
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In the book New Media Literacies and Participatory Popular Culture Across Borders, Amy A. Zenger wrote that Sasuke and Sakura's relationship was popular among fans of the series even at the time when the former had not yet reciprocated the latter's feelings. The character's change in Part II (Naruto: Shippuden) has been praised by Anime News Networks Casey Brienza for being one of the most developed ones in the series, as she has become stronger than her Part I (Naruto) counterpart, which was considerably weaker than Naruto and Sasuke. This allows her to take a more active and appealing role in the series. Major praise has been given to her encounters with Sasori and Sasuke owing to her fighting skills and mature reactions, respectively.
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Ineke Cornet and Kees Schepers, "The Arnhem Mystical Sermons and sixteenth-century mystical culture", Mystical Anthropology: Authors from the Low Countries, edited by John Arblaster and Rob Faesen (London and New York, Routledge, 2017), pp. 134-136.Kees Schepers, "A Web of Texts: Sixteenth Century Mystical Culture and the Arnhem Sint-Agnes Convent", in Nuns' Literacies in Medieval Europe: The Kansas City Dialogue (Turnhout, Brepols, 2015), pp. 269-285. Reinalda van Eymeren, who has been suggested as the author of the influential spiritual text Die Evangelische Peerle (The Pearl of the Gospel), was a member of the community.Paul Begheyn, Biografisch woordenboek Gelderland, edited by J. A. E. Kuys, R.M. Kemperinck, E. Pelzers and P. W. van Wissing, vol. 2 (Hilversum, Uitgeverij Verloren, 2000), pp. 28-30.
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Adamson has contributed to the environmental humanities by exploring emerging methodological approaches being described as "multispecies ethnography" and "indigenous cosmopolitics". Early publications, including Why Bears Are Good to Think (1992), began laying the groundwork for these approaches by focusing on "more-than-human" or "transformational" characters from Indigenous oral traditions that should be taken seriously as indigenous scientific literacies, rather than untrue “"myths".See Joni Adamson, "Why Bears are Good to Think and Theory Doesn't have to be Another Form of Murder: Transformation and Oral Tradition in Louise Erdrich's Tracks", Studies in American Indian Literatures 4.1 (Spring 1992): 28-48. Stories about these characters, Adamson argued, could be considered "theory" or "seeing instruments", in the sense that they allow modern peoples to "see" and theorize valid responses to an increasingly complex and chaotic modern world.
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Poet, novelist, essayist, and critic, in 1995, B. W. Powe began teaching in the Department of English at York University where he taught first year introduction to literature courses as well as two additional courses entitled Visionary Literature: from Hildegard von Bingen and Dante to Bob Dylan and Joni Mitchell, and Marshall McLuhan and Northrop Frye: Two Canadian Theorists. In July, 2010, Powe was promoted to Associate Professor of Literature at York and given tenure. Powe was the program director of the Creative Writing Program at York University during the 2013-2014 semester. At York he currently teaches courses on Modernism and Post-Modernism, and divides his time between researching visionary traditions (Visionary Literature: from Dante to Bob Dylan is still offered) and continuing the McLuhan Initiative for the Study of Literacies.
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Computers and writing is a sub-field of college English studies whose members are dedicated to the academic study of how computers, as well as other, related digital technologies, affect literacy and the writing process. The range of inquiry in this field is quite broad and can include studies as diverse as works of video game theory to a quantitative study of first-year college students using Microsoft Word. Some frequently addressed topics include hypertext theory, visual rhetoric, multimedia authoring, distance learning, digital rhetoric, usability studies, the formation and lifecycles of online communities, and how various media change reading and writing practices, textual conventions, and genres. Other topics examine social or critical issues in computer technology and literacy, such as the issues of the "digital divide", equitable access to computer-writing resources, and critical technological literacies.
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They explain: > What a person can accomplish with an outdated machine in a public library > with mandatory filtering software and no opportunity for storage or > transmission pales in comparison to what [a] person can accomplish with a > home computer with unfettered Internet access, high band-width, and > continuous connectivity.(Current legislation to block access to social > networking software in schools and public libraries will further widen the > participation gap.) The school system's inability to close this > participation gap has negative consequences for everyone involved. On the > one hand,those youth who are most advanced in media literacies are often > stripped of their technologies and robbed of their best techniques for > learning in an effort to ensure a uniform experience for all in the > classroom. On the other hand, many youth who have had no exposure to these > new kinds of participatory cultures outside school find themselves > struggling to keep up with their peers.
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Lockheart is also director and co-ordinator of Writing- PAD – short for Writing Purposefully in Art and Design – an online academic and research network connecting over 100 institutions. Writing-PAD grew out of Lockheart's interest in a correct interpretation and implementation of the Coldsteam Reports and in academic literacies, and was specifically set-up "to support and disseminate the range of genres associated with writing in art and design;" and also "to promote discussion about the necessary balance of consensus and dissensus that art and design fields require to remain vibrant." Lockheart is also co-editor of the Journal of Writing in Creative Practice, which she co-founded with Goldsmiths' Emeritus Professor and University of Wales Trinity Saint David's Professor of Practice, John Wood. The JWCP, too, grew out of the contentious re-reading of the Coldstream Reports, and also out of the Writing-PAD international network, and is its "published voice" – as did the later project "DreamsID" (see below).
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He was the Principal Investigator of the design team to develop assessment prototypes in English language arts and literacy for the Partnership for Assessment of Readiness for College and Career (PARCC). Petrosky served on the Reading and English Common Core Standards Project to develop common core reading and English standards for the US. In conjunction with this project, he also was a member of the Aspects of Text Complexity Project to develop procedures for assessing text complexity for the common core reading and English standards. He was the Principal Investigator and Co-Director of the Early Adolescence English Language Arts Assessment Development Lab for the National Board for Professional Teaching Standards which developed the first national board certification for English teachers. He has also served as Co-Director of the Western Pennsylvania Writing Project. He was a senior researcher for the MacArthur Foundation’s Higher Literacies Studies, where he was responsible for conducting and writing case studies on literacy efforts in the Denver, Pittsburgh, Toronto, and Ruleville and Mound Bayou school districts in the Mississippi Delta.
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In 2019, Marincola edited Site Read, an anthology in which "seven exhibition makers lay out the motivations, conditions, logistics, and consequences of shows they organized that now stand as icons of structural innovation in terms of site," published by Mousse Publishing. The book includes contributions from Yves Aupetitallot, Mary Jane Jacob, Lu Jie, Raimundas Malašauskas, Alan W. Moore, Seth Siegelaub with Teresa Gleadowe, Jennifer (Licht) Winkworth and an introduction by Bruce Altshuler. In 2015, Marincola coedited a web-based keywords anthology titled In Terms of Performance with Shannon Jackson, the Cyrus and Michelle Hadidi Chair in the Humanities and Associate Vice Chancellor for the Arts and Design at the University of California, Berkeley. Designed to generate shared literacies for understanding the goals, skills, and artistic traditions of experimental interdisciplinary work, In Terms of Performance features texts and interviews from artists, curators, presenters, and scholars (including Janine Antoni, Judith Butler, Lucinda Childs, Pablo Helguera, William Kentridge, and Yvonne Rainer) whose work reflects on relations among visual art, theatrical, choreographic, and performance art practices.
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With the need for support for students who would engage with digital writing and multimedia projects, professionals involved with work in writing centers began to draw comparisons between their traditional work—assisting students with alphabetic texts on the page—and a new kind of work: assisting students with their multimedia projects on the screen. John Trimbur predicted in 2000: :My guess is that writing centers will more and more define themselves as multiliteracy centers. Many are already doing so – tutoring oral presentations, adding online tutorials, offering workshops in evaluating web sources, being more conscious of document design. To my mind, the new digital literacies will increasingly be incorporated into writing centers not just as sources of information or delivery systems for tutoring but as productive arts in their own right, and writing center work will, if anything, become more rhetorical in paying attention to the practices and effects of design in written and visual communication— more product oriented and perhaps less like the composing conferences of the process movement.
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