Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age

Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age

Darren Lee Pullen, Christina Gitsaki, Margaret Baguley
Indexed In: SCOPUS
Release Date: September, 2009|Copyright: © 2010 |Pages: 312
DOI: 10.4018/978-1-60566-842-0
ISBN13: 9781605668420|ISBN10: 1605668427|EISBN13: 9781605668437
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Description & Coverage
Description:

In the digital age of technology, the nature of the educational system is becoming increasingly more complex and globally focused.

Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age utilizes a range of technologies and multiliteracies challenging social conventions and expectations of behavior. A defining body of research, this publication provides unique and significant insights into the diverse approaches and implementation of various contexts.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Design and technology education
  • Hybrid identity design online
  • ICT in language learning
  • Lack of technology integration
  • Literacy of gaming
  • Literate practices
  • Multiliteracies and games
  • Technoliteracy in practice
  • Technology in society
  • Vodcasting
Reviews & Statements

Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age provides an important examination of how gaming combines a range of literacies and in the process develops quite sophisticated skills in its players. The ability to navigate complex levels of multimedia text and interactive elements requires advanced skills in multiliteracies. These skills are imperative to function in an increasingly visual world which relies on tacit understandings of a number of conventions to function effectively.

– Darren Lee Pullen, University of Tasmania, Australia
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Editor/Author Biographies
Darren Lee Pullen is a lecturer in ICT, professional studies and multiliteracies in the Faculty of Education at the University of Tasmania (Australia). He has a diverse background with previous employment as a research fellow in the health sector, ICT consultant, and educator. His research interest is in the management of change processes with a particular interest in the micro-meso-macro level relationships between technology innovations and human-machine (humachine) relationships and interactions.
Christina Gitsaki is a lecturer at The University of Queensland and the executive secretary of the Applied Linguistics Association of Australia. As an applied linguist she has worked for almost two decades in Australia and overseas and her research is mainly in the area of language literacy and the use of technologies in education. Dr. Gitsaki has published a number of journal articles and book chapters, and she has presented her research in numerous conferences around the world. She is the author of Second language Lexical Acquisition (1999, International Scholars Publications), the co-author of Internet English (2000, Oxford University Press) and the editor of Language and Languages – Global and Local Tensions (2007 – Cambridge Scholars Publications). Currently, Dr. Gitsaki is involved in educating pre-service high school teachers and supervising a number of postgraduate students.
Margaret Baguley is a senior lecturer in arts education, curriculum, and pedagogy with the Faculty of Education, University of Southern Queensland (Australia). Her teaching and research interests are concerned with the role of visual art in the education of early childhood, primary, and secondary students. She has an extensive teaching background across all facets of education, in addition to maintaining her arts practice. An interest in collaborative practice and exhibition underpins her teaching. Dr Baguley’s research supervision encompasses studies in visual arts education, children’s engagement with the arts, teacher development, museum studies, and the value of the arts in the community. In 2008 Margaret received a national award to recognize her outstanding contribution to student learning from the Australian Learning and Teaching Council (ALTC).
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