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Digital Literacies and Text Structure Instruction: Benefits, New Language Demands, and Changes to Pedagogy

Digital Literacies and Text Structure Instruction: Benefits, New Language Demands, and Changes to Pedagogy

Tracey S. Hodges, Sharon D. Matthews
Copyright: © 2020 |Pages: 20
ISBN13: 9781799802464|ISBN10: 1799802469|EISBN13: 9781799802471
DOI: 10.4018/978-1-7998-0246-4.ch003
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MLA

Hodges, Tracey S., and Sharon D. Matthews. "Digital Literacies and Text Structure Instruction: Benefits, New Language Demands, and Changes to Pedagogy." Handbook of Research on Integrating Digital Technology With Literacy Pedagogies, edited by Pamela M. Sullivan, et al., IGI Global, 2020, pp. 52-71. https://doi.org/10.4018/978-1-7998-0246-4.ch003

APA

Hodges, T. S. & Matthews, S. D. (2020). Digital Literacies and Text Structure Instruction: Benefits, New Language Demands, and Changes to Pedagogy. In P. Sullivan, J. Lantz, & B. Sullivan (Eds.), Handbook of Research on Integrating Digital Technology With Literacy Pedagogies (pp. 52-71). IGI Global. https://doi.org/10.4018/978-1-7998-0246-4.ch003

Chicago

Hodges, Tracey S., and Sharon D. Matthews. "Digital Literacies and Text Structure Instruction: Benefits, New Language Demands, and Changes to Pedagogy." In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies, edited by Pamela M. Sullivan, Jessica L. Lantz, and Brian A. Sullivan, 52-71. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0246-4.ch003

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Abstract

In considering the intersection of digital texts and reading comprehension, teachers now need strategies and instructional tools that promote deep, critical thinking of multimedia text. One area of literacy instruction that can increase students' reading comprehension of multimedia texts comes with understanding, analyzing, and evaluating text structures. As a first step to understanding what research says about integrating text structures with digital literacies, the researchers conducted a systematic literature review of articles published between January 1, 2000 and December 31, 2017. While new literacies, visual literacies, and other digital media show increased prominence in education, the researchers identified only eight studies focusing on how text structures are unique to digital content. In the present chapter, the researchers analyze benefits and new language demands presented by these studies. Additionally, the researchers discuss implications for teacher practice and pedagogy when intersecting text structure instruction with digital literacies.

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