Real or genuine application of reading and writing tasks that go beyond the classroom. An example is tweeting digital projects to Microsoft, authors, or family.
Published in Chapter:
Aligning Children's Books With Digital Tools for Reader Response: The Text, the Tech, and the Task
Kristin H. Javorsky (Mississippi State University, USA), Laurie A. Friedrich (University of Nebraska, Lincoln, USA), Lauri Nichols (Renton Preparatory Christian School, USA), and Guy Trainin (University of Nebraska, Lincoln, USA)
Copyright: © 2020
|Pages: 28
DOI: 10.4018/978-1-7998-0246-4.ch011
Abstract
Through an exploration of three vignettes, the authors share innovative ways young learners and their teachers are responding to children's literature using digital tools in the context of new literacies. In the first example, primary grade students use digital tools to gain agency in their literacy practices as part of project-based learning within a STEAM curriculum. In the second, struggling readers in an after-school program integrate traditional and out-of-school literacies to produce authentic literacy products outside the constraints of standards and established curricula. Finally, an example from a teacher education program shows how the next generation of teachers can become leaders in the use of new literacies through their own experiential learning. Despite the differences in context and content of each vignette, all three demonstrate strong use of literacies pedagogy to guide selection of digital tools for the creation and consumption of text.