Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age
| Date: 28 April 2011, 06:18
|
Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age (Premier Reference Source)
By Darren Lee Pullen, Christina Gitsaki, Margaret Baguley
* Publisher: Information Science Reference
* Number Of Pages: 290
* Publication Date: 2009-10-15
* ISBN-10 / ASIN: 1605668427
* ISBN-13 / EAN: 9781605668420
Product Description:
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 implementations of various contexts.
Table of Contents:
TENTATIVE
Section I: An Understanding Technoliteracy
Chapter I: An Overview of Technology in Society: An Introduction to Technoliteracy
Chapter II: Designs of Meaning: Problematizing Traditional Constructs of Adolescence
Chapter III: Hybrid Identity Design Online: Glocal Appropriation as Multiliterate Practice for Civic Pluralism
Chapter IV: Unpacking Social Inequalities: Lack of Technology Integration may Impede the Development of Multiliteracies among Middle School Students in the United States
Chapter V: Information Technology: A Critical Discourse Analysis Perspective
Section II: Technoliteracy in Practice
Chapter VI: CALL Course Design for Second Language Learning: A Case Study of Arab EFL Learners
Chapter VII: ICT in Malay Language Learning: Lessons Learned from Two Case Studies
ChapterVIII: A Snapshot View of How Senior Visual Arts Students Encounter and Engage with Technology in their Arts Practice
Chapter IX: The Bard and the Web: Using Vodcasting to Enhance Teaching of Shakespeare to Pre-Service English Teachers
Chapter X: Developing Literate Practices in Design and Technology Education
Chapter XI: Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace
Section III: The Literacy of Gaming
Chapter XII: The Hidden Literacies of Massively Multiplayer Online Games
Chapter XIII: Do Cybergamers Dream of Pedagogic Dheep: Multiliteracies and Games?
Chapter XIV: Learning from Computer Games: Rethinking Literacy Learning
This chapter explores the author’s journey of literacy learning from a player’s perspective. The author created an avatar and joined the online community of the Massively Multiplayer Online Game, the World of WarcraftTM produced by Blizzard Entertainment®. An autoethnographic approach was undertaken to explore the game’s linguistic, visual, audio, spatial and gestural elements of design to provide an insider’s perspective of the meaning-making resources that were on offer. The chapter concludes with a tentative consideration of how understandings about the literacies used within a virtual world might inform the learning of literacies in schools and other educational institutions.
|
DISCLAIMER:
This site does not store Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age on its server. We only index and link to Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age provided by other sites. Please contact the content providers to delete Technoliteracy, Discourse and Social Practice: Frameworks and Applications in the Digital Age if any and email us, we'll remove relevant links or contents immediately.
Comments (0)
All
