Navigating 21st century multimodal textual environments: A case study of digital literacy

Muriel Wells, Damien Lyons

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

2 Citations (Scopus)

Abstract

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

Original languageEnglish
Title of host publicationHandbook of Research on Global Issues in Next-Generation Teacher Education
EditorsJared Keengwe, Justus G. Mbae, Grace Onchwari
Place of PublicationHershey PA USA
PublisherInformation Science Reference
Chapter3
Pages43-61
Number of pages19
ISBN (Electronic)9781466699496
ISBN (Print)1466699485, 9781466699489
DOIs
Publication statusPublished - 1 Jan 2016

Publication series

NameAdvances in Higher Education and Professional Development (AHEPD)
PublisherInformation Science Reference
ISSN (Print)2327-6983
ISSN (Electronic)2327-6991

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