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The structure of the book, which is in four parts, helps weave the narrative seamlessly in and out of the classroom. Part A examines digital texts in school and outside, focussing on informal learning and the social construction of knowledge and arguing the case for critical digital literacy. Part B looks at instances of changing literacy practices in the classroom in the context of Web 2.0, and considers issues arising out of this. Part C deals with changing literacies and changing pedagogies and stresses the need for teacher education to respond to these challenges at both preservice and post-qualifying level. There is a strong case here for a parallel pedagogy that enables teachers to work across both old and new literacy practices.
It argues the case from a range of international perspectives, with contributors from the UK, US, and Australia. The case quite simply is that we need to understand literacy as a plural concept that embraces both printed texts and texts created with new and emerging digital technologies. As the book’s subtitle implies, we also need to focus on classroom practices that foster this understanding and promote social learning. The book aims to replace the still prevalent “deficit view” of digital technologies as irrelevant to learning and potentially dangerous to children with an “asset view” that builds on the digital skills and competences children bring to school but are often compelled to leave at the school gates.
Parts A-C are each framed within an introduction and conclusion, both written in Hong Kong. For me, this city, brilliantly evoked in the editors’ thick description, serves as a metaphor for our 21st century multimodal textual landscape and provides a poignant contrast with the almost exclusively print-based literacy practices of schools embedded in this landscape.
This immensely readable book injects a note of passion and urgency into the ongoing discourse on the place of digital literacies in the school curriculum. Written as part of a series published in association with the United Kingdom’s Literacy Association, it looks at the challenges to classroom practice—or “wicked issues”—thrown up by “contentious” digital technologies—and it holds out a vision of classrooms as places where digital and print literacies come together to empower children to navigate the multimodal textual complexity of the world outside school.
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As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers’ texts, edited peers’ errors, evaluated peer editors’ corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others’ perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students’ final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers’ texts, editing peers’ errors and evaluating peer editors’ corrections during text revisions.
This paper examines the effective deployment of conversational agents in virtual worlds from the perspective of researchers/practitioners in cognitive psychology, computing science, learning technologies and engineering. From a cognitive perspective, the major challenge lies in the coordination and management of the various channels of information associated with conversation/ communication and integrating this information with the virtual space of the environment and the belief space of the user. From computing science, the requirements include conversational competency, use of nonverbal cues, animation consistent with affective states, believability, domain competency and user adaptability. From a learning technologies perspective, the challenge is to maximise the considerable affordances provided by conversational avatars in virtual worlds balanced against ecologically valid investigations regarding utility. Finally, the engineering perspective focuses on the technical competency required to implement effective and functional agents, and the associated costs to enable student access. Taken together, the four perspectives draw attention to the quality of the agent–user interaction, howtheory, practice and research are closely intertwined, and the multidisciplinary nature of this area with opportunities for cross fertilisation and collaboration.
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