The contributors to this edited volume examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. The essays in this volume present a balance between current issues and promising future opportunities and directions.

This book won the Literacy Research Association's 2014 Edward B. Fry Book Award The contributors to this edited volume examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. We ask: How has the increasing ubiquity of digital literacies in and out of school affected our definitions of critical literacies? And how have our ever-changing perceptions of critical literacies affected how we define, teach, and engage in digital literacies? We believe that there is crucial work to be done at these intersections, work that builds upon the extensive bodies of critical and digital literacies research. Some issues and questions that chapters address are: What is negotiated, gained, or lost in the process of combining the critical and the digital? Where is the power located and who is silenced, and how in CDL approaches? Can CDL practices disrupt classroom routines in constructive and engaging ways? How has the divide between audience and participant, and the notion of collective intelligence, been challenged and redefined by CDL? How do CDL practices impact youths' identity constructions? The essays in this volume present a balance between current issues and promising future opportunities and directions.

Autorentext

JuliAnna Ávila is Assistant Professor at the University of North Carolina at Charlotte, where she teaches undergraduate and graduate courses in English education. She received her PhD from the University of California at Berkeley and has published in Theory Into Practice, Pedagogies, Language Arts, and Teachers College Record. Jessica Zacher Pandya is Associate Professor at California State University, Long Beach in teacher education and liberal studies, where she researches and teaches about urban children s literacy practices. In addition to many journal articles, she is the author of Overtested: How High-Stakes Accountability Fails English Language Learners.

Klappentext

This book won the Literacy Research Association s 2014 Edward B. Fry Book Award The contributors to this edited volume examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. We ask: How has the increasing ubiquity of digital literacies in and out of school affected our definitions of critical literacies? And how have our ever-changing perceptions of critical literacies affected how we define, teach, and engage in digital literacies? We believe that there is crucial work to be done at these intersections, work that builds upon the extensive bodies of critical and digital literacies research. Some issues and questions that chapters address are: What is negotiated, gained, or lost in the process of combining the critical and the digital? Where is the power located and who is silenced, and how in CDL approaches? Can CDL practices disrupt classroom routines in constructive and engaging ways? How has the divide between audience and participant, and the notion of collective intelligence, been challenged and redefined by CDL? How do CDL practices impact youths identity constructions? The essays in this volume present a balance between current issues and promising future opportunities and directions.

Inhalt

Contents: JuliAnna Ávila/Jessica Zacher Pandya: Traveling, Textual Authority, and Transformation: An Introduction to Critical Digital Literacies Stephanie Anne Schmier: Designing Space for Student Choice in a Digital Media Studies Classroom Althea Scott Nixon: Engaging Urban Youth in Meaningful Dialogue on Identity through Digital Storytelling Anna Smith/Glynda Hull: Critical Literacies and Social Media: Fostering Ethical Engagement with Global Youth Arne Olav Nygard: Perforating School: Digital Literacy in an Arts and Crafts Class Antero Garcia: Utilizing Mobile Media and Games to Develop Critical Inner-City Agents of Social Change Sarah Lohnes Watulak/Charles K. Kinzer: Beyond Technology Skills: Toward a Framework for Critical Digital Literacies in Pre-Service Technology Education Dana E. Salter: «They Get What They Deserve»: Interrogating Critical Digital Literacy Experiences as Framed in a Québec Alternative High School Context Cynthia Lewis/Candance Doerr-Stevens/Jessica Dockter Tierney/Cassandra Scharber: Relocalization in the Market Economy: Critical Literacies and Media Production in an Urban English Classroom Rafi Santo: Hacker Literacies: User-Generated Resistance and Reconfiguration of Networked Publics Margaret C. Hagood: Afterword: So Now You Know. What Are You Going to Do about It?