Best Practices in Teaching Digital Literacies Vol: 9

Evan Ortlieb
St John's University, USA

Earl H. Cheek Jr
Louisiana State University, USA

Peggy Semingson
University of Texas at Arlington, USA

Product Details
22 Aug 2018
Emerald Publishing Limited
272 pages - 152 x 229mm
Literacy Research, Practice and Evaluation
The almost universal reliance upon digital tools for social, academic, and career development will only become more pronounced in the years to come. Teacher education programs remain ill-equipped to adequately prepare educators with the pedagogies needed to foster digital literacies. What is needed is a set of best practices towards teaching digital literacies so that teachers can better meet the emerging needs of their students in today’s classrooms. 

Where should teachers begin? What are the essentials of digital literacies within K-12 contexts? And how might we reimagine teacher education programs to optimally prepare teachers for working with technologically connected youth, whose literacies are more complex, interconnected, and diverse than ever?

This volume provides a practical framework for teacher education programs to develop K-12 students’ digital literacies. It offers a set of best practices in teaching digital literacies that promote access to research-based pedagogies for immediate implementation in classrooms.
Disruptive Innovations in Teacher Education; Evan Ortlieb, Annalisa Susca, Jean Votypka, and Earl H. Cheek Jr.
Using the Technology Integration Planning Cycle to Prepare Pre-Service Teachers for Multimodal Instruction; Beth Beschorner, Jamie Colwell, Amy Carter Hutchison, and Lindsay Woodward
Designing Ebooks: Enhancing Prospective Teachers' Digital Literacy Skills; Chinwe H. Ikpeze
Only One iPad: Preparing Pre-Service Teachers to Teach Digital Literacies in Under-Resourced Elementary Schools; Chrystine Cooper Mitchell and Jennifer Dandridge Turner
Locating Meaning in a Digital Age; Heather Casey
Using Backchanneling Technology to Facilitate Dialogic Discussions about Literature; James S. Chisholm
Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-Service Teachers; James Damico, Alexandra Panos, and Michelle Myers
Digital Internships: Enriching Teaching and Learning with Primary Resources; Jenny M. Martin 
Pre-Service Teachers' Multimodal Text Sets and Use of Technology in Teaching Reading: Lessons Learned from a Design-Based Study; Lisa M. O’Brien, Alejandra Salinas, Kelly C. Reinhart, and Jeanne R. Paratore
Taking the Book Review on Air: Bringing Young Adult Literature to Life in Teacher Education; Molly Buckley-Marudas
Using TechScaffold to Foster Teachers' Decision-Making Processes to Support Technology Integration; Richard Beach, John Michael Scott, and Greg Klotz 
Language Today: Promoting ELA Content Area Learning through Collaboratively Engaged Social Media Practice; Carl A. Young, Nicolette Filson, and Rachael Debnam-O’Dea
Tactile Picture Book Making and Multimodal Composition: Students Design for Equity in English Language Arts; Bridget Dalton and Kirsten Musetti
The Beginning, Acting, Telling (BAT) Model: A Visual Framework for Teaching Digital Literacy through Inquiry and Information Seeking; Valerie Nesset and Mary McVee
Empowering Students as Critical Readers and Writers in Online Spaces; Ian O’Byrne
Evan Ortlieb is Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John’s University, USA. He has previous work experience in Singapore and Australia and expertise on literacy improvement, literacy teacher preparation, language diversity, and differentiated literacy instruction. He is President of the Specialized Literacy Professionals SIG of the International Literacy Association and Section Editor of the Journal of Adolescent & Adult Literacy. 
Earl H. Cheek, Jr. is Patrick and Edwidge Olinde Endowed Professor Emeritus in the Department of Educational Theory, Policy, and Practice at Louisiana State University, USA. As a lifelong literacy leader, he has published widely across fields of content area reading, reading teacher education, diagnostic-perspective methods, and dyslexia. He has served on committees within the International Literacy Association, the Literacy Research Association, and the Association of Literacy Educators and Researchers. 
Peggy Semingson is Associate Professor of Curriculum and Instruction at The University of Texas at Arlington, USA. Her research interests include social contexts of literacy learning, digital pedagogies, and online literacy teacher education. She has received multiple awards including the President’s Award for Excellence in Distance Education Teaching at UT Arlington and the 2017 International Literacy Association (ILA) Jerry Johns Outstanding Teacher Educator in Reading Award.

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