459
Views
5
CrossRef citations to date
0
Altmetric
Empirical Research and Conceptual Studies

iText, but iDon’t Teach With It: An Essay on i-Literacy in Teacher Education

REFERENCES

  • Applebee, A., & Langer, J. (2011). A snapshot of writing instruction in middle schools and high schools. English Journal, 100(6), 14–27.
  • Applebee, A., & Langer, J. (2013). Writing instruction that works: Proven methods for middle and high school classrooms. New York, NY: Teachers College Press.
  • Barclay, J. (2013, September). No more excuses: Teaching 21st-century skills in a low-tech setting. Education Week Teacher. Retrieved from www.edweek.org/articles/2013/09/10/fp_barclay_skills.html
  • Barrett, E. (1992). Sociomedia: An introduction. In E. Barrett (Ed.), Sociomedia: Multmedia, hypermedia, and the social construction of knowledge (pp. 1–10). Cambridge, MA: MIT Press.
  • Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction. New York, NY: Guilford Press.
  • Berker, T., Hartmann, M., Punie, Y., & Ward, K. J. (Eds.). (2006). Domestication of media and technology. Maidenhead, UK: Open University Press.
  • Bordwell, D. (2008). Poetics of cinema. Hoboken, NJ: Taylor and Francis.
  • Boyer, P., & Wertsch, J. (2009). Memory in mind and culture. Cambridge, England: Cambridge University Press.
  • Branscombe, M., & Schneider, J. J. (2013). Embodied discourse: Using tableau to explore preservice teachers’ reflections and activist stances. Journal of Language and Literacy Education, 9(1), 95–113.
  • Brozo, W. G., & Simpson, M. L. (2007). Content literacy for today’s adolescents: Honoring diversity and building competence. Upper Saddle, NJ: Pearson.
  • Bruce, D. L. (2009). Writing with visual images: Examining the video composition processes of high school students. Research in the Teaching of English, 43(4), 426–450.
  • Buckland, W. (2000). Cognitive semiotics of film. Cambridge, England: Cambridge University Press.
  • Burn, A. (2008). The case of rebellion: Researching multimodal texts. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu, D. (Eds.), Handbook of research on new literacies (pp. 151–178). New York, NY: Lawrence Erlbaum.
  • Carusi, A. (2006). Textual practitioners: A comparison of hypertext theory and phenomenology of reading. Arts And Humanities in Higher Education: An International Journal of Theory, Research and Practice, 5(2), 163–180.
  • Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
  • Coiro, J. (2012). The new literacies of online reading comprehension: Future directions. Educational Forum, 76(4), 412–417.
  • Constable, S., Schneider, J. J., Scheckelhoff, C. B. (2012). Apprenticeship in academic literacy: Three K-12 literacy strategies to support higher education. Journal of Academic Language & Learning, 6(3), 70–83.
  • Cope, B., & Kalantzis, M. (2009). A grammar of multimodality. International Journal of Learning, 16(2), 361–425.
  • Culham, R. (2003). 6+1 traits of writing: The complete guide, grades 3 and up. New York, NY: Scholastic Professional Books.
  • Damico, J., & Baildon, M. (2007). Examining ways readers engage with websites during think-aloud sessions. Journal of Adolescent & Adult Literacy, 51(3), 254–263.
  • Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 425–440). New York, NY:Lawrence Erlbaum.
  • The Digital Future Report. (2014). Surveying the digital future 2014. Retrieved from http://www.digitalcenter.org/wp-content/uploads/2014/12/2014-Digital-Future-Report.pdf
  • Dixon, L. Q., Zhao, J., Shin, J. Y., Wu, S., Burgess-Brigham, R., Gezer, M. U., & Snow, C. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research, 82(1), 5–60.
  • Downes, J., & Bishop, P. (2012). Educators engage digital natives and learn from their experiences with technology. Middle School Journal, 43(5), 6–15.
  • Fisher, D., & Frey, N. (2008). Word wise and content rich, grades 7-12: Five essential steps to teaching academic vocabulary. Portsmouth, NH: Heinemann.
  • Fullerton, S., & DeFord, D. E. (2000). Teaching for reciprocity: Developing a self-extending system through reading and writing. Running Record, 12(2), 1–9.
  • Fountas, I. E., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
  • Gorman, B. K. (2012). Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners. American Journal of Speech-Language Pathology, 21(2), 109–123.
  • Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235–254.
  • Hargittai, E. (2002). Second-level digital divide: Differences in people’s online skills. First Monday, 7(4). Retrieved from http://firstmonday.org/article/view/942/864.
  • Harley, J. (2013). Uses of YouTube: Digital literacy and the growth of knowledge. In J. Burgess & J. Green (Eds.), YouTube: Online video and participatory culture (pp. 126–143). Cambridge, England: Polity Press.
  • Heba, G. (1997). HyperRhetoric: Multimedia, literacy, and the future of composition. Computer and Composition, 14, 19–44.
  • Hiebert, E. H., & Lubliner, S. (2008). The nature, learning, and instruction of general academic vocabulary. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 106–129). Newark, DE: International Reading Association.
  • Hiebert, E., & Raphael, T. (1998). Early literacy instruction. Orlando, FL: Harcourt Brace.
  • Hodge, B., & Kress, G. R. (1988). Social semiotics. Ithaca, NY: Cornell University Press.
  • Image of a rainforest. (n.d.). Retrieved from http://cmapspublic.ihmc.us/rid=1J6S83WX0-18L6GMH-51B/Four%20Layers%20of%20the%20Rainforest.jpg
  • International Society for Technology in Education. (2007). ISTE Standards-S (Students). Retrieved from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
  • International Society for Technology in Education. (2008). ISTE Standards-T (Teachers). Retrieved from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.
  • Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st Century. Boston, MA: John D. and Catherine T. MacArthur Foundation, MIT Press.
  • Kalantzis, M., & Cope, B. (2012). Literacies. Champaign, IL: Common Ground Publishing.
  • Kieffer, M. J., & Box, C. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning and Individual Differences, 24, 168–175.
  • Korac, N. (1988). Functional, cognitive and semiotic factors in the development of audiovisual comprehension. Educational Communication and Technology, 36(2), 67–91.
  • Kozdras, D. (2010). From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition ( Unpublished doctoral dissertation), University of South Florida, Tampa, FL.
  • Kozdras, D., King, J. R., & Schneider, J. J. (2013). Learning the disciplinary language and literacies of multimodal composition. In R. E. Ferdig & K. E. Pytash (Eds.), Exploring multimodal composition and digital writing (pp. 350–363). Hershey, PA: IGI Global.
  • Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22, 5–22.
  • Kress, G. & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London, England: Arnold.
  • Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London, England: Routledge.
  • Kvavik, R. B., Caruso, J. B., & Morgan, G. (2004). ECAR study of students and information technology, 2004: Convenience, connection, and control, 5. Retrieved from http://net.educause.edu/ir/library/pdf/ers0405/rs/ers0405w.pdf.
  • Lamb, L. (1962). The art of book illustration. Journal of the Royal Society of Arts, 110(5072), 571–585.
  • Landow, G. (1992) Hypertext 2.0: The convergence of contemporary literary theory and technology. Baltimore, MD: Johns Hopkins University Press.
  • Lave, J., & Wegner, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97.
  • Lemke, J. L. (1998). Metamedia literacy: Transforming meanings and media. In D. Reinking, M.C. McKenna, L. Labbo, & R.D. Keiffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 283–301). Mahwah, NJ: Lawrence Erlbaum.
  • Leu, D. J., Jr. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, volume III (pp. 743–770) Mahwah NJ: Erlbaum.
  • Lewis, C., Enciso, P., & Moje, E. (2007). Reframing sociocultural research on literacy: Identity, agency, and power. Mahway, NJ: Lawrence Erlbaum.
  • Mason, L., Pluchino, P., & Tornatora, M. (2013). Effects of picture labeling on science text processing and learning: Evidence from eye movements. Reading Research Quarterly, 48(2), 199–214.
  • Metz, D. (1974). Film language: A Semiotics of the cinema. New York, NY: Oxford University Press.
  • Monaco, J. (2009). How to read a film. New York, NY: Oxford University Press.
  • Morley, D. (2000). Home territories: Media, mobility, and identity. London, England: Routledge.
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108.
  • Nasah, A., DaCosta, B., Kinsell, C., & Seok, S. (2010). The digital literacy debate: An investigation of digital propensity and information and communication technology. Education Technology Research Development, 58, 531–555. doi:10.1007/s11423-010-9151-8
  • National Education Association. (n.d.). Preparing 21st century students for a global society.Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
  • National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards English language arts and literacy. Washington, DC: Author.
  • New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
  • New Media Literacies Project. (2013). Create, circulate, connect, collaborate. Retrieved from http://www.newmedialiteracies.org
  • Northredge, A. (2003). Enabling participation in academic discourse. Teaching in Higher Education, 8(2), 169–180.
  • O’Neill, K. E. (2011). Reading pictures: Developing visual literacy for greater comprehension. Reading Teacher, 65(3), 214–223.
  • Pappas, C. C., Varelas, M., Patton, S., Ye, L., & Ortiz, I. (2012). Dialogic strategies in read alouds of English-language information books in a second-grade bilingual classroom. Theory Into Practice, 51(4), 263–272.
  • Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework/61
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9, 1–6.
  • Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Sage.
  • Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Retrieved from the Pew Research Center’s Internet & American Life Project website: http://pewinternet.org/Reports2013/Teachers-and-technology
  • Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8-to 18-year-olds. Kaiser Family Foundation. Retrieved from https://kaiserfamilyfoundation.files.wordpress.com/2013/01/8010.pdf
  • Rogoff, B. (1991). Apprenticeship in thinking: Cognitive development in social context. Oxford, England: Oxford University Press.
  • Rogoff, B. (2008). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In P. Murphy, K. Hall, & J. Soler (Eds.). Pedagogy and practice: Culture and identities (pp. 58–74). London, England: Sage.
  • Salaway, G., Caruso, J. B., Nelson, M. R., & Ellison, N. (2008). The ECAR study of undergraduate students and information technology, 8. Boulder, CO: Educause Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ERS0808/RS/ERS0808w.pdf.
  • Schneider, J. J., Kozdras, D., Wolkenhauer, N., & Arias, L. (2014). Environmental e-books and green goals: Changing places, flipping spaces, and realizing the curriculum. Journal of Adolescent and Adult Literacy, 57(7), 549–564. doi:10.1002/jaal.286
  • Schussler, D., & Knarr, L. (2013). Building awareness of dispositions: enhancing moral sensibilities in teaching. Journal of Moral Education, 42(1), 71–87. doi:10.1080/03057240.2012.722987
  • Shanahan, T. (1980). The impact of writing instruction on learning to read. Reading World, 19, 357–368.
  • Sipe, L. (1998). How picturebooks work: A semiotically-framed theory of text-picture relationships. Children’s Literature in Education, 29(2), 97–108.
  • Spandel, V. (2005). Creating writers through 6-trait writing assessment and instruction (4th ed.). Boston, MA: Pearson Education, Inc.
  • Stockman, S. (2011). How to shoot video that doesn’t suck. New York, NY: Workman Publishing.
  • Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60(5), 568–580.
  • Tomlinson, J. (2007). The culture of speed. London, England: Sage.
  • Tharp, R. G., & Gallimore, R. (1989). Rousing schools to life. American Educator, 13(2), 20–25, 46–52.
  • U.S. Department of Education, National Center for Educational Statistics. (2010). Teachers’ use of educational technology in U.S. public schools: 2009 (NCES 2010-040). Retrieved from https://nces.ed.gov/pubs2010/2010040.pdf
  • Unsworth, L. (2008). Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. In J. Coiro, M. Knobel, C. Lankshear, D. J. Leu (Eds.), Handbook of research on new literacies (pp. 377–405). New York, NY: Lawrence Erlbaum Associates.
  • Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.
  • Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides: Student and staff perceptions of information and communication technologies. Computers & Education, 54, 1202–1211.
  • Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
  • Youngs, S., & Serafini, F. (2011). Comprehension strategies for reading historical fiction picturebooks. Reading Teacher, 65(2), 115–124.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.