Academic Knowledge Construction and Multimodal Curriculum Development

Academic Knowledge Construction and Multimodal Curriculum Development

Douglas J. Loveless (James Madison University, USA), Bryant Griffith (Texas A&M University-Corpus Christi, USA), Margaret E. Bérci (College of Staten Island-CUNY, USA), Evan Ortlieb (Monash University, Australia) and Pamela M. Sullivan (James Madison University, USA)
Release Date: November, 2013|Copyright: © 2014 |Pages: 487
ISBN13: 9781466647978|ISBN10: 1466647973|EISBN13: 9781466647985|DOI: 10.4018/978-1-4666-4797-8


While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development.

Academic Knowledge Construction and Multimodal Curriculum Development presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process. This book will also aim to challenge the assumption that information accessibility is synonymous with learning. It is an essential reference for educators and practitioners interested in examining the complexity of academic knowledge construction in multimodal, digital worlds.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Academic Knowledge Construction
  • Digital Environments
  • Digital Literacy
  • Polymodal Curriculum Development
  • Social Networks
  • Virtual Identities

Reviews and Testimonials

Academic Knowledge Construction and Multimodal Curriculum Development challenges the naïve view that simply putting technology in the hands of students and teachers results in better teaching and learning. [...] I definitely recommend this text to those who are considering answers to questions such as:

How do I use technology in the curriculum planning process?
At what point is technology most effectively incorporated into curriculum planning?
What are the land mines in inculcating technology to curriculum planning?
What are some of the latest and most effective ways to incorporate technology into curriculum?

It is particularly helpful to teacher-educators who need to reshape content methods courses to effectively use technology as a teaching and learning tool.

– Dr. Mark P. Ryan, Superintendent, North Valley Military Institute, USA

Table of Contents and List of Contributors

Search this Book:
Editorial Advisory Board
Table of Contents
Sarah Smitherman Pratt
Douglas J. Loveless, Bryant Griffith
Douglas J. Loveless, Bryant Griffith, Margaret E. Bérci, Evan Ortlieb, Pamela M. Sullivan
Chapter 1
Douglas J. Loveless
This conceptual chapter introduces theoretical issues to consider when reflecting on digital technologies in educational processes. Rather than... Sample PDF
Cyborgs and Cyberpunks: Implications of Digital Literacies in Schooling
Chapter 2
Melissa N. Mallon, Donald L. Gilstrap
A shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill... Sample PDF
Digital Literacy and the Emergence of Technology-Based Curriculum Theories
Chapter 3
Margaret E. Bérci
This chapter examines the early research on self-efficacy and beliefs of educators as it relates to the professional identity they must adopt in the... Sample PDF
Speed Bump vs. Road Kill on the Fiber-Optic Highway: Teacher Self-Perception in the Information Age
Chapter 4
Daniel W. Stuckart
The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the... Sample PDF
Philosophical Guidelines for the Social Studies: Enhancing Intelligence with Digital Tools and Artifacts
Chapter 5
Xiaohong Yang
The invisibility of the many in university classroom instruction sounds anachronistic in the age of the Internet, where learning is made meaningful... Sample PDF
Teaching and Learning Fused through Digital Technologies: Activating the Power of the Crowd in a University Classroom Setting
Chapter 6
David Weintrop, Uri Wilensky
In this chapter, framed by Vygotsky’s sociocultural theory, Wilensky and Papert’s restructuration theory, and Noss and Hoyles’ theoretical construct... Sample PDF
Designing for Computational Expression: Four Principles for the Design of Learning Environments towards Computational Literacy
Chapter 7
George Zhou, Judy Xu
Today’s teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop... Sample PDF
Preservice Teachers’ Knowledge Construction with Technology
Chapter 8
Margaret E. Bérci
The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base... Sample PDF
Multimodality in the Preparation of Teachers of the Social Studies
Chapter 9
Samuel B. Fee
This chapter argues that the best learning occurs as knowledge is constructed, challenging the assumption that learning occurs mainly when knowledge... Sample PDF
Building Knowledge: Implementing PBL and Using Mobile Apps as an Approach to Learning
Chapter 10
Pamela M. Sullivan, Natalie Gainer
This chapter describes a case study integrating technological tools, digital storytelling, and blogging into a content-area literacy course for... Sample PDF
Preparing Preservice Teachers to Thread Literacy across the Curriculum with Blogging and Digital Storytelling
Chapter 11
Stephanie Grote-Garcia, Norman St. Clair, Elda Martinez, Bobbie Holmes St. Clair
The purpose of this chapter is to discuss a qualitative study that explored the use of seven social-media venues in advancing the pedagogical... Sample PDF
Identifying the Applicable Nature of Social Media as Tools for Advancing Preservice Teachers’ Epistemologies
Chapter 12
Helen Mele Robinson
Higher education early childhood teacher preparation programs in the United States are guided by the National Association for the Education of Young... Sample PDF
Emergent Digital Literacy and Mobile Technology: Preparing Technologically Literate Preservice Teachers through a Multisensory Approach
Chapter 13
Pamela M. Sullivan, Marianne Baker
In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the... Sample PDF
Fostering Early Literacy Skills with Technology
Chapter 14
Sharon E. Green, Mason Gordon
This chapter explores the development of 21st century literacies at the middle school level. A case study, situated in an international middle... Sample PDF
Teaching Literacy through Technology in the Middle School: A Case Study
Chapter 15
Laurie McAdams, James Gentry
The meaning of literacy has evolved to include digital, electronic, and visual expressions. Students enter classrooms possessing a level of... Sample PDF
The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy
Chapter 16
Valerie J. Robnolt, Joan A. Rhodes
Study skills, as defined by Harris and Hodges (1995), are the “techniques and strategies that help a person read or listen for specific purposes... Sample PDF
Study Skills in the Digital Age
Chapter 17
Michelle E. Jordan
The purpose of this chapter is to help educators and educational scholars consider new possibilities for interweaving the digital and physical... Sample PDF
Interweaving the Digital and Physical Worlds in Collaborative Project-Based Learning Experiences
Chapter 18
Katie Dredger
This chapter is a teacher’s toolkit of engaging ideas that use digital technologies in classrooms encouraging students to read, write, and... Sample PDF
Preparing Intermediate and Secondary Teachers of Reading Today: Apprenticeship Models with Emerging Tools
Chapter 19
Kakali Bhattacharya
Many institutions of higher education do not have well-developed qualitative research methods programs. Consequently, the role of qualitative... Sample PDF
A Second Life in Qualitative Research: Creating Transformative Experiences
Chapter 20
Douglas J. Loveless, Aaron Bodle
This chapter introduces digital animation as an arts-based research medium by laying a theoretical foundation for its use and describing how it can... Sample PDF
Framing Complexity: Digital Animation as Participatory Research
Chapter 21
Dino Sossi
Video’s affordances can help researchers derive richer answers to a wider variety of questions than was once previously possible, especially when... Sample PDF
Digital Icarus?: Negotiating the (Dis)Advantages of Video in Research Settings in the Digital Era
Chapter 22
Teresa Harris, Miemsie Steyn
In this chapter, the authors explore photography as a participatory research tool that facilitates the interactions of participants and researchers... Sample PDF
Understanding Students’ Perspectives as Learners through Photovoice
Chapter 23
Jim Burns
This chapter is an autoethnographic account of a scholar’s journey toward understanding his experience of the complexity of community, both physical... Sample PDF
Of Embodiment and Ether: Masculinities and Negotiating an Understanding of Complex Communities
Douglas J. Loveless, Bryant Griffith
About the Contributors

Author(s)/Editor(s) Biography

Douglas J. Loveless is an Assistant Professor in the Early, Elementary and Reading Education Department at James Madison University where he teaches literacy education. Previously, he has taught in public dual-language schools, college-readiness programs for at-risk students and supplementary literacy programs for students of all ages. As an elementary teacher, he specialized in science education in Texas public schools as well as in Costa Rica. His research interests include polymodal narratives, curriculum issues, critical and situated literacies/pedagogies, and digital literacies.
Bryant Griffith is a Professor at Texas A&M University-Corpus Christi and Director of the Curriculum and Instruction Doctoral Program. Previously, he was professor and director of the School of Education at Acadia University, Canada’s first laptop university, and professor and associate dean at the University of Calgary. He writes and researches in the area of epistemological issues in education.
Margaret E. Bérci is an Associate Professor of Education at the College of Staten Island, CUNY. Prior to coming to New York, she gained experience with different levels of education in Alberta, the Canadian province that has been a leader in Social Studies education reform. Dr. Bérci’s research pursues the philosophical foundations of self-knowledge. This passion translates into eclectic projects in the field of teacher education that focus on teacher self-development, teachers' ways of knowing, place-based education, critical pedagogy, problem-based learning, and effects of technology on curriculum and learning. All of these interests, fueled by the work of British philosopher, R.G. Collingwood, find a home in the applied world of Social Studies where she locates diverse and integrated methodologies for educating the Social Studies teacher to become a guide for the development of K-12 students’ democratic decision-making skills.
Evan Ortlieb is a Senior Lecturer at Monash University, and has formerly taught in multiple universities in the United States. He has participated in consultancies in for the International Reading Association, Literacy Research Association, and the Association of Literacy Educators and Researchers. Evan conducts research on struggling readers and remediating reading difficulties in elementary learners. He is also very interested in literacy clinics as well as teacher education. Most recently, he has begun publication of an international book series entitled Literacy Research, Practice, and Evaluation. In addition, he is currently involved in redefining the role of a reading specialist. Evan was awarded the Jerry Johns’ Promising Researcher award in the field of literacy education in 2011 and has won multiple teaching awards in the United States. He is also on numerous editorial boards of national and international journals.
Pamela Sullivan is an Assistant Professor in the Early, Elementary, and Reading department at James Madison University. She has co-authored one book, The Essential Guide to Selecting and Using a Core Reading Program and has research interests in early literacy, family literacy, and technology. She is the editor for Reading in Virginia, the state reading association journal. She earned her Ph.D. in Reading from the University of Virginia and her Ed.S. in school psychology from the University of South Florida. She has been a teacher for students with varying exceptionalities, a school psychologist, and a reading intervention coordinator in the United States and in the Commonwealth of the Northern Marianna Islands.