Navigating 21st Century Multimodal Textual Environments: A Case Study of Digital Literacy

Navigating 21st Century Multimodal Textual Environments: A Case Study of Digital Literacy

Muriel Wells (Deakin University, Australia) and Damien Lyons (Monash University, Australia)
DOI: 10.4018/978-1-5225-3417-4.ch059
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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.
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Locating Curriculum Within A 21St Century Context

The development of the Australian Curriculum was guided by the Melbourne Declaration on Educational Goals for Young Australians, adopted by the Ministerial Council in December 2008. The Melbourne Declaration emphasised the importance of knowledge, skills and understandings of learning areas, general capabilities and cross-curriculum priorities as forming the basis for a curriculum designed to support 21st century learning (Ministerial Council on Education, 2008).

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