21st-Century Literacies, Critical Media Pedagogies, and Language Arts.
In the second decade of the 21st century, information has been globalized, digitized, and sped up to move at the speed of thought. Being literate in this new world means programming personal websites, sending e-mails from mobile devices and spending hours communicating via virtual social networks. O...
| Publicado en: | Reading Teacher Vol. 66; no. 4; pp. 300 - 303 |
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| Formato: | Artículo |
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Wiley-Blackwell
Dec2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=83711254&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 83711254 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Dec2012 vid: 66 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 83711254 10.1002/TRTR.01125 ppf: 300 ppct: 3 formats: fmt: – @attributes: type: T – @attributes: type: P size: 90KB tig: atl: 21st-Century Literacies, Critical Media Pedagogies, and Language Arts. aug: au: Morrell, Ernest affil: Professor of education, Columbia University, New York, USA su: Language arts teachers Education & globalization Technology & youth Technological literacy Educational technology Online social networks sug: subj: Language arts teachers Education & globalization Technology & youth Technological literacy Educational technology Online social networks keyword: Childhood Critical literacy Digital/media literacies Early adolescence Information and communication technologies Information literacy New literacies Popular culture Theoretical perspectives To learners in which of the following categories does your work apply? ab: In the second decade of the 21st century, information has been globalized, digitized, and sped up to move at the speed of thought. Being literate in this new world means programming personal websites, sending e-mails from mobile devices and spending hours communicating via virtual social networks. Our students are products of this world. However, for all their digital expertise, there is still a great deal that these youth have to learn about how to process the information they are inundated with via these new portals of information. Teachers today have a responsibility to help students acquire these 21st century literacies without abandoning a commitment to the traditional literacies that have defined education to date. This article argues that language arts educators must inject the discipline with these new tools and ways of communication as concepts such as reading, writing, listening, and speaking take on new dimensions in the media age. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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