Several studies report that government and school policies are often in conflict with technological and social change, focusing too narrowly on conventional reading and writing measures, grammar and language (e.g. 81).Ĭurricula and other policies also play an important role in the context of school and education. The transformation of dominant print-based practices into digital practices raises questions about pedagogies and assessment in literacy education that enable “learners to become creative and collaborative producers, rather than simply consumers, of digital media texts in schools” (Mills & Levido, 2011, p. These approaches to literacy take a broad socio-cultural view with the realisation of a shift from print as the primary medium of dissemination towards that of digital media and an appreciation of social and cultural change (Jewitt, 2008 Thomas, 2011). Casey, Bruce, Martin, Hallissy, Reynolds, Brown & Coffey, 2009 Casey & Bruce, 2011), and New literacies (Lankshear & Knobel, 2007, 2011). Research on perspectives of reading and writing in the digital media age is connected to other closely related research fields, such as New Literacy Studies (e.g. There is a great need for studies aimed at identifying and analysing the nature of screen-based practices in literacy education. Literacy practices in contemporary society have changed dramatically with technologies that provide opportunities for active, participatory and creative processes of learning, such as wikis and other collaborative spaces.
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