Muutke küpsiste eelistusi

E-raamat: Digital Literacies [Taylor & Francis e-raamat]

Teised raamatud teemal:
  • Taylor & Francis e-raamat
  • Hind: 124,64 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 178,05 €
  • Säästad 30%
Teised raamatud teemal:

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:

  • A theoretical framework through which to categorise and prioritise digital literacies
  • Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills
  • A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice
  • A consideration of exactly how to integrate digital literacies into the English language syllabus
  • Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online


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.

Muu info

Winner of British Council Award for ELT Writing 2014.Bringing applied linguistics theory to life in the language classroom this resource explains clearly and easily for teachers and teacher trainers how to address digital literacy in their ELT classrooms for learners of all ages and abilities.
Preface viii
Acknowledgements x
1 From research to implications
1(41)
A framework of digital literacies
2(5)
Box 1.1 What hardware and software do I need?
4(3)
First focus Language
7(11)
Box 1.2 Am I teaching digital natives?
10(2)
Box 1.3 Does Facebook belong in my classroom?
12(3)
Box 1.4 Does the digital divide still matter?
15(3)
Second focus Information
18(8)
Box 1.5 What are the alternatives to Google?
21(1)
Box 1.6 Can we trust Wikipedia?
21(2)
Box 1.7 Is there too much or too little information?
23(3)
Box 1.8 Does multitasking work?
26(1)
Third focus Connections
26(10)
Box 1.9 How can we promote digital safety and privacy?
27(3)
Box 1.10 When, where and why should my students build PLNs (and PLEs)?
30(2)
Box 1.11 Dot need to worry about censorship and surveillance?
32(4)
Fourth focus: (Re-)design
36(4)
Box 1.12 How do I deal with copyright and plagiarism?
38(2)
Looking ahead
40(2)
Box 1.13 What do new technologies mean for people and the planet?
40(2)
2 From implications to application
42(275)
Box 2.1 Will new technologies improve my students' learning?
42(1)
The TPACK framework for integrating technology use
43(3)
Box 2.2 Should I be worried about teaching with new technologies?
45(1)
The SAMR model for evaluating technology use
46(2)
The digital activities grid
48(268)
Activity 1 Technology past and present
66(6)
Activity 2 Being digitally literate
72(3)
Activity 3 Writing the news
75(4)
Activity 4 Extreme weather
79(7)
Activity 5 Cryptic messages
86(4)
Activity 6 Codeswitching
90(6)
Activity 7 Sports linking
96(6)
Activity 8 Building links
102(3)
Activity 9 Food boards
105(4)
Activity 10 Copycat
109(6)
Activity 11 Envisioning the facts
115(5)
Activity 12 Sales techniques
120(4)
Activity 13 Showcasing hobbies
124(4)
Activity 14 Selling English
128(4)
Activity 15 Transmedia stories
132(4)
Activity 16 Avatars
136(6)
Activity 17 Choose your own adventure
142(5)
Activity 18 History hunt
147(7)
Activity 19 A picture a day
154(4)
Activity 20 Mobile rules
158(4)
Activity 21 HTML basics
162(7)
Activity 22 HTML advanced
169(7)
Activity 23 Travel clouds
176(5)
Activity 24 Travel tags
181(4)
Activity 25 Search race
185(8)
Activity 26 Search me
193(5)
Activity 27 Tree octopus
198(6)
Activity 28 Fun facts
204(3)
Activity 29 News in my networks
207(6)
Activity 30 Connecting people
213(4)
Activity 31 My digital life
217(5)
Activity 32 Turn off, tune out
222(5)
Activity 33 Faking it
227(6)
Activity 34 Online me
233(6)
Activity 35 Personal blogging
239(7)
Activity 36 Setting the scene
246(6)
Activity 37 Footprints in the wires
252(5)
Activity 38 Going viral
257(6)
Activity 39 A class PLN
263(3)
Activity 40 Our city guide
266(5)
Activity 41 Our city on Wikipedia
271(5)
Activity 42 Flickr vocabulary book
276(4)
Activity 43 A good cause
280(4)
Activity 44 Vox pop
284(5)
Activity 45 Global dancing
289(3)
Activity 46 Travel tips
292(5)
Activity 47 LOLcats
297(7)
Activity 48 Texting Hillary
304(4)
Activity 49 I'mma let you finish
308(4)
Activity 50 Movie mashup
312(4)
Future learning
316(1)
3 From application to implementation
317(31)
Incorporating activities into the syllabus and timetable
317(10)
Choosing activities for different levels and contexts
327(9)
Generating further activities
336(1)
Building new learning spaces
337(3)
Teaching in technology-limited environments
340(2)
Assessing digital work
342(6)
4 From implementation to research
348(9)
Conducting and sharing action research
348(2)
Building and maintaining PLNs
350(1)
Keeping a blog
351(2)
Tweeting and Facebooking
353(1)
Working with aggregators
354(1)
Working across platforms
355(2)
Appendix: Answer keys 357(10)
References 367
Hockly, Nicola | Dudeney, Gavin | Pegrum, Mark