The knowledge, skills and strategies needed to respond to print, paper, digital, visual and oral communications.
Published in Chapter:
Using Technology in Pedagogically Responsive Ways to Support Literacy Learners
Lisa Kervin (University of Wollongong, Australia), Jessica Mantei (University of Wollongong, Australia), and Jan Herrington (Murdoch University, Australia)
Copyright: © 2009
|Pages: 13
DOI: 10.4018/978-1-60566-120-9.ch013
Abstract
In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.