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E-grāmata: Creating Digital Literacy Spaces for Multilingual Writers

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Creating Digital Literacy Spaces for Multilingual WritersPalielināt
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This book argues for the value of digital literacy in the multilingual writing classroom. Against the background of huge changes in literacy practices prompted by online communication, and a growing acceptance of a broader definition of academic literacy that encompasses multimodality, the book examines the relationship between digital and print literacies and addresses the design of literacy spaces for multilingual classrooms. The author critically evaluates the latest developments in the use of technology in multilingual writing spaces, and focuses on the role of teachers in their design; it also addresses areas that are not often discussed in relation to multilingual students, from blogging to publishing and intellectual property. The book will help teachers meet the challenges created by rapidly shifting technology, as well as making an innovative contribution to research on multilingual writing classrooms.

Recenzijas

This well-researched book admirably synthesizes the multifaceted threads of changing conceptions of literacy and awareness of the growing complexity and variety of potential learning spaces into a cohesive narrative. Teachers involved in any aspect of bringing developing technologies and their associated social spaces to bear on teaching a language will enjoy and greatly benefit from this book. * Vance Stevens, Founder and Coordinator of Learning2gether.net, Malaysia * In Blochs latest book, he does what he does best: helps us see digital writing spaces in historical and contemporary theoretical perspective, while also walking us through a wealth of pedagogical applications and implications. What we gain is neither a utopian nor a dystopian window on technology-for-literacy purposes but instead a multifaceted realistic view that can inform the decision-making that we, as literacy teachers and users, are almost inevitably faced with in an increasingly digitally-dominant era. * Diane D. Belcher, Georgia State University, USA *

Papildus informācija

Puts forward a convincing argument for the value of digital literacy in the multilingual writing classroom
1 Technological Spaces and Teaching and Learning to Write
1(47)
From Cute Cats to Digital Spaces
1(1)
Technologically Enhanced Spaces and What it Means to be Literate
2(6)
The Development of New Literacies for Classroom Use
8(1)
The Evolution of Technologically Enhanced Literacy Spaces
9(2)
A Framework for Discussing Literacy Spaces
11(11)
The Role of Teachers as Designers
22(3)
Digital Literacy Spaces and Openness
25(6)
Questions of Assessment for Digital Literacy Spaces
31(3)
More Challenges in Using Technologically Enhanced Spaces
34(9)
The Goal of the Book
43(2)
The Organization of the Book
45(3)
2 Bringing Students' Voices into the Public Sphere: Blogging in the Debate over Plagiarism and the Use of Intellectual Property
48(15)
Blogging as a Literacy Space
48(2)
Blogging as a Literacy Space in the Academic Writing Classroom
50(2)
Plagiarism, Intellectual Property and Blogging
52(3)
Discussion of the Students' Blogs
55(1)
The Moral Dimension of Plagiarism
56(3)
Blogging in a Social Context
59(4)
3 Multimodality as a Digital Space
63(27)
The Implementation of Digital Storytelling into a Multimodal Literacy Space
65(1)
Plagiarism, Voice and Textual Borrowing
66(3)
The Use of Threshold Concepts for Discussing Voice and Textual Borrowing
69(4)
Digital Storytelling and Academic Writing
73(4)
The Potential Transfer of Threshold Concepts between Print and Digital Spaces
77(3)
Designing Reflection into the Multimodal Space
80(2)
Blogging about Digital Stories to Support Reflection and Transferability
82(4)
Using Storyboards for Facilitating Transfer of Threshold Concepts
86(1)
Multimodality and Threshold Concepts in Digital Literacy Spaces
86(4)
4 MOOCs as a Digital Literacy Space
90(16)
The Background of MOOCs
90(5)
The Development of MOOCs as Writing Spaces
95(5)
The Writing Process in the MOOC
100(2)
The Limitations of the MOOC Design
102(1)
The Impact of MOOCs on Teaching Literacy
103(3)
5 Flipping the Multilingual Composition Classroom
106(27)
Flipped Classes and Flipped Learning
106(2)
The Consequences of Flipped Learning on Student Engagement
108(1)
Designing a Flipped Learning Space
109(3)
Flipped Classrooms and Multilingual Writers
112(3)
Technology in Flipped Writing Classes
115(1)
Creating a Flipped Classroom as a Multilingual Composition Space
116(2)
Redesigning and Remediating the Flipped Classroom for Teaching Literacy
118(1)
The Design of the Short Lecture Videos for the L2 Composition Classroom
119(4)
The Controversies over Using Videos in Flipped Literacy Spaces
123(3)
Assessment and Remediation of Digital Spaces
126(2)
Open Access in Flipped Literacy Spaces
128(1)
The Flipped Classroom as a Technologically Enhanced Literacy Space
129(2)
The Potential of the Flipped Classroom and Flipped Learning
131(2)
6 The Promise of Open Access Journals for L2 Publishing
133(46)
The Meaning of Open Access
133(4)
The Value of Open Access for Publishing
137(2)
Open Access and the Design of Literacy Spaces
139(3)
Open Access and Intellectual Property Law
142(2)
Various Approaches to Creating Open Access
144(3)
The Contribution of Open Access to the Production of Knowledge
147(2)
The Impact of Predatory Journals on the Open Access Literacy Space
149(3)
The Pedagogical Implications of Predatory Journals
152(1)
The Development of Openness in Academic Journals for Multilingual Writers
153(4)
The Role of Open Access Journals in Multilingual Research
157(5)
The Design of Open Access Spaces in Multilingual Research
162(2)
A Discussion with Three Editors of Open Access Journals
164(7)
The Promise and Limitations of the Open Access Literacy Spaces for Publishing
171(8)
7 Teaching Writing in the Publishing Space
179(41)
The Teacher's Role in Designing a Literacy Space for Publishing
182(5)
Tutorials in a Publishing Course
187(1)
The Social Context of the Publishing Space
188(3)
Journal Choice
191(3)
The Evaluation Process through Peer Review
194(4)
The Current Context of Peer Reviewing
198(2)
Negotiating the Peer Review Process
200(3)
Auxiliary Forms of Writing in the Publishing Process
203(1)
Grant Writing
203(1)
Conference Proposals and Presentations
204(3)
Ethical Considerations in the Publishing Process
207(1)
Authorship in the Publishing Process
208(1)
Intellectual Property in the Publishing Space
209(3)
Plagiarism in Academic Publishing
212(2)
Prior Publication of Research
214(2)
The Pedagogy of Academic Misconduct in the Publishing Space
216(1)
The Future of Digital Pedagogical Spaces for Publishing
217(3)
8 What We Talk about When We Talk about Digital Literacy Spaces
220(32)
New Contexts for Digital Literacy Spaces
220(4)
The Disruption of Academic Writing
224(1)
Digital Spaces and Learning
225(3)
The Development of Literacy in Digital Spaces
228(4)
Multilingual Teachers and Students in Digitally Enhanced Literacy Spaces
232(7)
The Problems with Designing Digital Spaces
239(1)
The Economic Constraints of Using Digital Spaces
240(2)
The Possible Futures for Digital Literacy Spaces
242(3)
The Consequences of Digital Designs on Literacy Spaces
245(7)
References 252(31)
Index 283
Joel Bloch has published widely on academic writing and the use of technology in multilingual writing classrooms, including Plagiarism, Intellectual Property and the Teaching of L2 Writing (Multilingual Matters, 2012).
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