This text responds to changing literacy practices in the digital age by developing an interdisciplinary framework for analysis of digital content created by students. Drawing on scholarship that expands traditional understandings of literacy to account for new ways in which students engage with interactive text and media, Aguilera develops a methodological toolkit for formal analysis of multimodal representations. This book frames the central challenges faced by researchers entering the field of digital literacy studies, presents a nuanced discussion of digital mediation, and brings these topics to life in the case study of a Code Club, a library-based computer programming club for elementary, middle, and high school students. The three-dimensional framework, which offers a schema for analysis of multimodal content, computational procedures, and contextual factors involved in the creation and interpretation of digital content, serves as a much-needed framework for the critical analysis of digital multimodal composition. This text will benefit researchers, academics, and educators in the areas of language and literacy, multimodality, and technology and digital innovation in education.

Digital literacies are essential for managing information and communication in our rapidly changing world - but the old scattered approaches to introducing technology have left many teachers playing catch-up with their students. With this authentic, job-embedded professional development program, you'll help K-12 teachers incorporate digital literacies into their classrooms once and for all.

International Perspectives on Digital Media and Early Literacy evaluates the use and impact of digital devices for social interaction, language acquisition, and early literacy. It explores the role of interactive mediation as a tool for using digital media and provides empirical examples of best practice for digital media targeting language teaching and learning. The book brings together a range of international contributions and discusses the increasing trend of digitalization as an additional resource in early childhood literacy. It provides a broad insight into current research on the potential of digital media in inclusive settings by integrating multiple perspectives from different scientific fields: (psycho)linguistics, cognitive science, language didactics, developmental psychology, technology development, and human–machine interaction. Drawing on a large body of research, it shows that crucial early experiences in communication and social learning are the basis for later academic skills. The book is structured to display children’s first developmental steps in learning in interaction with digital media and highlight various domains of early digital media use in family, kindergarten, and primary schools. This book will appeal to practitioners, academics, researchers, and students with an interest in early education, literacy education, digital education, the sociology of digital culture and social interaction, school reform, and teacher education.

"Readers leery of ramping onto the information highway and surfers suffering Internet overload will value the solid advice supplied by Gilster." --Booklist. "Paul Gilster's intelligent, sobering look at the Internet is a breath of fresh air." --Amazon.com "This book sheds light on the skills that Web surfers need to separate the digital garbage from the golden nuggets of good data. It's a good place to start for adult newcomers to the information highway." --Courant Now in paper! Digital Literacy provides Internet novices with the basic thinking skills and core competencies they'll need to thrive in an interactive environment so fundamentally different from passive media. PAUL GILSTER (Raleigh, North Carolina) is the author of The Web Navigator and Finding It on the Internet which have sold over 200,000 copies.

Provides comprehensive articles on significant issues, methods, and theories currently combining the studies of technology and literacy.

Leading authority on media literacy education shows secondary teachers how to incorporate media literacy into the curriculum, teach 21st-century skills, and select meaningful texts.

A Co-Publication of Routledge and NAEYC Technology and Digital Media in the Early Years offers early childhood teacher educators, professional development providers, and early childhood educators in pre-service, in-service, and continuing education settings a thought-provoking guide to effective, appropriate, and intentional use of technology with young children. This book provides strategies, theoretical frameworks, links to research evidence, descriptions of best practice, and resources to develop essential digital literacy knowledge, skills and experiences for early childhood educators in the digital age. Technology and Digital Media in the Early Years puts educators right at the intersections of child development, early learning, developmentally appropriate practice, early childhood teaching practices, children’s media research, teacher education, and professional development practices. The book is based on current research, promising programs and practices, and a set of best practices for teaching with technology in early childhood education that are based on the NAEYC/FRC Position Statement on Technology and Interactive Media and the Fred Rogers Center Framework for Quality in Children’s Digital Media. Pedagogical principles, classroom practices, and teaching strategies are presented in a practical, straightforward way informed by child development theory, developmentally appropriate practice, and research on effective, appropriate, and intentional use of technology in early childhood settings. A companion website (http://teccenter.erikson.edu/tech-in-the-early-years/) provides additional resources and links to further illustrate principles and best practices for teaching and learning in the digital age.

This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.

This book examines how people are socially, culturally, and personally changing as a result of their reading of, or interaction with, interactive media forms like computer or video games. .