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Writing the future in the digital age

Published on Nov 1, 2007in Literacy1.05
· DOI :10.1111/j.1467-9345.2007.00469.x
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
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Abstract
Meaning making in new media presents new opportunities and challenges for those working in formal and informal educational contexts. How this impacts on a literacy curriculum that attempts both to deliver ‘the basics’ and to respond to new technology demands careful exploration. This paper examines what we mean by digital literacy and how it differs from traditional print literacy, identifying some key priorities for literacy educators. Drawing on the work of Gee, Kress and Lankshear and Knobel, it maps the field of digital literacy and locates areas for research and development. A discussion of the significant changes in materiality and textual form is followed by an exploration of the concept of critical digital literacy. The paper concludes with an overview of future trends in digital communication, which suggest that written representation will continue to be important and that digital literacy will continue to develop distinct registers.
  • References (29)
  • Citations (96)
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References29
Newest
Published on Jan 1, 2007
Guy Merchant18
Estimated H-index: 18
Published on Oct 1, 2006
Colin Lankshear29
Estimated H-index: 29
,
Michelle Knobel1
Estimated H-index: 1
The first edition of this popular book explored new literacies, new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely new edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices that remix audio and visual texts. Revised and updated throughout, the book examines: Popular practices and social networks associated with contemporary phe...
Published on Sep 1, 2006in English in Education0.47
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University),
Paul Dickinson3
Estimated H-index: 3
(SHU: Sheffield Hallam University)
+ 1 AuthorsJulia Myers5
Estimated H-index: 5
(SHU: Sheffield Hallam University)
Over a number of years we have been investigating ways in which e-communication can contribute to children's writing development and how new technology re-frames our understandings of writing in the classroom (Merchant, 2003; Burnett et al, 2004; Burnett et al, 2005; Merchant, 2005). Here we analyse the digital writing of pupils from two linked primary school classes (Year 3–5) in the North of England. Part of the project involved the pupils in communicating about themselves and their interests ...
Published on Mar 1, 2006in Cambridge Journal of Education1.71
Cathy Burnett13
Estimated H-index: 13
(SHU: Sheffield Hallam University),
Paul Dickinson3
Estimated H-index: 3
(SHU: Sheffield Hallam University)
+ 1 AuthorsGuy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with transformation, instead favouring a view of ‘technology as enrichment’. This case study examines the possibilities of transformation through an electronically mediated partnership between two primary schools in the North of England. Children's digital...
Published on Jan 1, 2006
Michele Knobel25
Estimated H-index: 25
,
Colin Lankshear29
Estimated H-index: 29
Interest in the extent to which texts (and the larger practices in which they are embedded) can and do cross sites is by now quite well established within literacy studies. This is particularly true in relation to schooling, where a raft of concerns ranging from issues of equity to the current preoccupation with student (dis)engagement in classroom learning, have focused on the extent to which it is possible and proper to try to port elements of out of school cultures across to classroom learnin...
Published on Mar 1, 2005in E-learning
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
Research into the uses of digital literacy in the classroom is still in its infancy. Despite the proliferation of theoretical literature on ‘new literacies’, ‘multiliteracies’, and ‘technoliteracies’ and their impact on education there are fewer studies based on a systematic analysis of the new literacy practices that are beginning to emerge. The work of Werry, Shortis and Merchant has begun to investigate the new, hybridized language of digital texts seen in synchronous online communication, em...
Published on Nov 4, 2004
Jackie Marsh23
Estimated H-index: 23
1. Introduction: Children of the Digital Age Part 1: Changing Childhood Cultures 2. New textual landscapes, information and early literacy 3. Ritual, performance and identity construction: Young children's engagement with popular cultural and media texts 4. Veronica: An asset model of becoming literate 5. Bilingual children's uses of popular culture in text-making Part 2 Children and Technologies 6. Watching Teletubbies: Television and its very young audience 7. The CD-ROM game: A toddler engage...
Published on Jan 1, 2004
James Paul Gee53
Estimated H-index: 53
(UW: University of Wisconsin-Madison)
1. Introduction 2. A Strange Fact about not Learning to Read 3. Language and Identity at Home 4. Stimulations and Bodies 5. Learning and Gaming 6. Affinity Spaces 7. Shape-shifting Portfolio People 8. A Final Word: The Content Fetish References
Published on Nov 1, 2003in Literacy1.05
Eve Bearne6
Estimated H-index: 6
(University of Cambridge)
In this article I want to consider shifts in the use of the word ‘literacy’ and the implications for classroom work with texts, particularly the implications of the rapid and radical emergence of new relationships between different modes of representation and communication (Kress, 2003; Raney, 1996; Unsworth, 2001). My concern is to argue that any approach to classroom literacy needs not only to recognise the new forms of text which children meet every day but to give multimodal texts a firm pla...
Cited By96
Newest
Published on Dec 12, 2018in Technology, Pedagogy and Education1.71
Lorna Arnott3
Estimated H-index: 3
,
Ioanna Palaiologou7
Estimated H-index: 7
(UCL: University College London),
Colette Gray8
Estimated H-index: 8
(Stranmillis University College)
This article presents findings from an on-going international study of children’s use of internet-connected toys (IoToys) across Scotland, England, N.Ireland and Greece. We sought to investigate practices with IoToys across homes and early childhood settings. Data from 12 Case Study families and approximately 200 children who interacted with Case Study children in early childhood settings were collected alongside interviews with parents and Educators. Findings indicate that a digital disconnect ...
Published on Mar 1, 2019in Education and Information Technologies
Helene Dahlström (Mid Sweden University)
Along with digital development, new possibilities for communicating have emerged. The younger generation has adopted these new possibilities to a great extent. In order to be able to utilise the opportunities offered by digital tools when writing, access to digital tools is essential. Schools need to develop a writing education that meets students’ contemporary writing needs. In considering this, it is important to learn more about the gains and the losses in digital writing. The purpose of this...
Published on Jan 20, 2019in Literacy1.05
Natalia Kucirkova1
Estimated H-index: 1
(University of Stavanger),
Deborah Rowe Wells (Peabody College)+ 1 AuthorsLaura Piestrzynski (Peabody College)
Published on Jun 23, 2017
This paper contributes a definition of mobile literacies, with specific reference to higher education. This is worthwhile because although mobile, internet-enabled devices are increasingly prevalent in many people's lives, mobile literacies appear to be under-theorised and lacking definition. After giving an overview of the scale and nature of mobile device use, the paper develops the definition through building on an existing body of work which seeks to define literacies, digital literacies and...
Published on Jan 1, 2019
Dane Marco Di Cesare1
Estimated H-index: 1
(UB: University at Buffalo),
Debra Harwood6
Estimated H-index: 6
(Brock University),
Jennifer Rowsell17
Estimated H-index: 17
(Brock University)
Published on Aug 30, 2018in Reading and Writing1.94
James Kariuki Njenga2
Estimated H-index: 2
(UWC: University of the Western Cape)
Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitall...
Published on Apr 1, 2018in Computers in Education
Rebecca Jesson6
Estimated H-index: 6
(University of Auckland),
Stuart McNaughton13
Estimated H-index: 13
(University of Auckland)
+ 2 AuthorsVictoria Cockle1
Estimated H-index: 1
(University of Auckland)
Abstract This paper reports on the teaching practices identified as effective for students' writing progress in a digital learning environment. The study is situated within a design-based research partnership between researchers and a group of urban schools serving culturally diverse students from low income communities who have implemented a digital pedagogy innovation which includes student device ownership, wireless access and a shared pedagogical approach. The research design logic was to se...
Published on Mar 1, 2018in Wildlife Society Bulletin1.29
Rachael E. Urbanek (UNC: University of North Carolina at Chapel Hill), Amy L. Carrozzino‐Lyon (UW: University of Wisconsin-Madison), Gary E. Potts (Illinois Department of Natural Resources)
Published on Jan 18, 2018in Cambridge Journal of Education1.71
Colin B. Price4
Estimated H-index: 4
(University of Worcester),
Ruth Price-Mohr1
Estimated H-index: 1
(Ebor: University of York)
AbstractThis paper presents research on how children aged 5–11 can create stories through computer programming (coding). A novel ‘Story-Writing-Coding’ engine is introduced where children realise their imagined stories through code that results in animations representing their stories. Analysis of how they manipulated code to represent story meaning is presented, together with a hypothetical model of the strategies they used in composition. Using the context of multimodal literacy, it is argued ...
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