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ERIC Number: EJ1080611
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1528-5804
Literacy Practices and Digital Literacies: A Commentary on Swenson, Rozema, Young, McGrail, and Whitin
Myers, Jamie
Contemporary Issues in Technology and Teacher Education (CITE Journal), v6 n1 p61-66 2006
The integration of digital tools and multimodal representations in the English classroom has the greatest potential when we define literacy as multiple socially constructed practices. If digital literacies are defined as autonomous tools and isolated symbolic systems, reduced to a set of skills and forms for students to reproduce, then school literacy practices will become further distanced from nonschool literacy practices. Instead, English teachers should engage school literacies in which digital and nondigital tools help students inquire into how multimodal symbols are used to construct and negotiate community identities, relationships, activities, and values. Digital literacies may be especially supportive of such critical inquiry practices.
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A