Digital Literacies: Research and Resources in Language Teaching

Enhanced descriptions from Syndetics:

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides:

This book is ideal for English language teachers and learners of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

Table of contents provided by Syndetics

• Preface (p. viii)
• Acknowledgements (p. x)
• 1 From research to implications (p. 1)
• A framework of digital literacies (p. 2)
• Box 1.1 What hardware and software do I need? (p. 4)
• First focus: Language (p. 7)
• Box 1.2 Ami teaching digital natives? (p. 10)
• Box 1.3 Does Facebook belong in my classroom? (p. 12)
• Box 1.4 Does the digital divide still matter? (p. 15)
• Second focus: Information (p. 18)
• Box 1.5 What are the alternatives to Google? (p. 21)
• Box 1.6 Can we trust Wikipedia? (p. 21)
• Box 1.7 Is there too much or too little information? (p. 23)
• Box 1.8 Does multitasking work? (p. 26)
• Third focus: Connections (p. 26)
• Box 1.9 How can we promote digital safety and privacy? (p. 27)
• Box 1.10 When, where and why should my students build PLNs (and PLEs)? (p. 30)
• Box 1.11 Do I need to worry about censorship and surveillance? (p. 32)
• Fourth focus: (Re-)design (p. 36)
• Box 1.12 How do I deal with copyright and plagiarism? (p. 38)
• Looking ahead (p. 40)
• Box 1.13 What do new technologies mean for people and the planet? (p. 40)
• 2 From implications to application (p. 42)
• Box 2.1 Wilt new technologies improve my students' learning? (p. 42)
• The TPACK framework for integrating technology use (p. 43)
• Box 2.2 Should I be worried about teaching with new technologies? (p. 45)
• The SAMR model for evaluating technology use (p. 46)
• The digital activities grid (p. 48)
• Activity 1 Technology past and present (p. 66)
• Activity 2 Being digitally literate (p. 72)
• Activity 3 Writing the news (p. 75)
• Activity 4 Extreme weather (p. 79)
• Activity 5 Cryptic messages (p. 86)
• Activity 6 Codeswitching (p. 90)
• Activity 7 Sports linking (p. 96)
• Activity 8 Building links (p. 102)
• Activity 9 Food boards (p. 105)
• Activity 10 Copycat (p. 109)
• Activity 11 Envisioning the facts (p. 115)
• Activity 12 Sales techniques (p. 120)
• Activity 13 Showcasing hobbies (p. 124)
• Activity 14 Selling English (p. 128)
• Activity 15 Transmedia stories (p. 132)
• Activity 16 Avatars (p. 136)
• Activity 17 Choose your own adventure (p. 142)
• Activity 18 History hunt (p. 147)
• Activity 19 A picture a day (p. 154)
• Activity 20 Mobile rules (p. 158)
• Activity 21 HTML basics (p. 162)
• Activity 22 HTML advanced (p. 169)
• Activity 23 Travel clouds (p. 176)
• Activity 24 Travel tags (p. 181)
• Activity 25 Search race (p. 185)
• Activity 26 Search me (p. 193)
• Activity 27 Tree octopus (p. 198)
• Activity 28 Fun facts (p. 204)
• Activity 29 News in my networks (p. 207)
• Activity 30 Connecting people (p. 213)
• Activity 31 My digital life (p. 217)
• Activity 32 Turn off, tune out (p. 222)
• Activity 33 Faking it (p. 227)
• Activity 34 Online me (p. 233)
• Activity 35 Personal blogging (p. 239)
• Activity 36 Setting the scene (p. 246)
• Activity 37 Footprints in the wires (p. 252)
• Activity 38 Going viral (p. 257)
• Activity 39 A class PLN (p. 263)
• Activity 40 Our city guide (p. 266)
• Activity 41 Our city on Wikipedia (p. 271)
• Activity 42 Flickr vocabulary book (p. 276)
• Activity 43 A good cause (p. 280)
• Activity 44 Vox pop (p. 284)
• Activity 45 Global dancing (p. 289)
• Activity 46 Travel tips (p. 292)
• Activity 47 LOLcats (p. 297)
• Activity 48 Texting Hillary (p. 304)
• Activity 49 I'mma let you finish (p. 308)
• Activity 50 Movie mashup (p. 312)
• Future learning (p. 316)
• 3 From application to implementation (p. 317)
• Incorporating activities into the syllabus and timetable (p. 317)
• Choosing activities for different levels and contexts (p. 327)
• Generating further activities (p. 336)
• Building new learning spaces (p. 337)
• Teaching in technology-limited environments (p. 340)
• Assessing digital work (p. 342)
• 4 From implementation to research (p. 348)
• Conducting and sharing action research (p. 348)
• Building and maintaining PLNs (p. 350)
• Keeping a blog (p. 351)
• Tweeting and Facebooking (p. 353)
• Working with aggregators (p. 354)
• Working across platforms (p. 355)
• Appendix: Answer keys (p. 357)
• References (p. 367)