While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process. This book will also aim to challenge the assumption that information accessibility is synonymous with learning. It is an essential reference for educators and practitioners interested in examining the complexity of academic knowledge construction in multimodal, digital worlds. Following a foreword by Sara Smitherman Pratt, a preface by Douglas J. Loveless and Bryant Griffith, and an acknowledgment section by Douglas J. Loveless, Bryant Griffith, Margaret E. Bérci, Evan Ortlieb, and Pamela M. Sullivan, the following chapters are presented: (1) Cyborgs and Cyberpunks: Implications of Digital Literacies in Schooling (Douglas J. Loveless); (2) Digital Literacy and the Emergence of Technology-Based Curriculum Theories (Melissa N. Mallon and Donald L. Gilstrap); (3) Speed Bump vs. Road Kill on the Fiber-Optic Highway: Teacher Self-Perception in the Information Age (Margaret E. Bérci); (4) Philosophical Guidelines for the Social Studies: Enhancing Intelligence with Digital Tools and Artifacts (Daniel W. Stuckart); (5) Teaching and Learning Fused through Digital Technologies: Activating the Power of the Crowd in a University Classroom Setting (Xiaohong Yang); (6) Designing for Computational Expression: Four Principles for the Design of Learning Environments towards Computational Literacy (David Weintrop); (7) Preservice Teachers' Knowledge Construction with Technology (George Zhou, and Judy Xu); (8) Multimodality in the Preparation of Teachers of the Social Studies (Margaret E. Bérci); (9) Building Knowledge: Implementing PBL and Using Mobile Apps as an Approach to Learning (Samuel B. Fee); (10) Preparing Preservice Teachers to Thread Literacy across the Curriculum with Blogging and Digital Storytelling (Pamela M. Sullivan and Natalie Gainer); (11) Identifying the Applicable Nature of Social Media as Tools for Advancing Preservice Teachers' Epistemologies (Stephanie Grote-Garcia, Norman St. Clair, Elda Martinez, and Bobbie Holmes St. Clair); (12) Emergent Digital Literacy and Mobile Technology: Preparing Technologically Literate Preservice Teachers through a Multisensory Approach (Helen Mele Robinson); (13) Fostering Early Literacy Skills with Technology (Pamela M. Sullivan, and Marianne Baker); (14) Teaching Literacy through Technology in the Middle School: A Case Study (Sharon E. Green, and Mason Gordon); (15) The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy (Laurie McAdams, and James Gentry); (16) Study Skills in the Digital Age (Valerie J. Robnolt, and Joan A. Rhodes) (17) Interweaving the Digital and Physical Worlds in Collaborative Project-Based Learning Experiences (Michelle E. Jordan); (18) Preparing Intermediate and Secondary Teachers of Reading Today: Apprenticeship Models with Emerging Tools (Katie Dredger); (19) A Second Life in Qualitative Research: Creating Transformative Experiences (Kakali Bhattacharya); (20) Framing Complexity: Digital Animation as Participatory Research (Douglas J. Loveless and Aaron Bodle); (21) Digital Icarus?: Negotiating the (Dis)Advantages of Video in Research Settings in the Digital Era (Dino Sossi); (22) Understanding Students' Perspectives as Learners through Photovoice (Teresa Harris and Miemsie Steyn); and (23) Of Embodiment and Ether: Masculinities and Negotiating an Understanding of Complex Communities (Jim Burns). An afterword by Douglas J. Loveless and Bryant Griffith, a section about the contributors, and an index are also included.