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Maker Literacies and Maker Identities in the Digital Age

Author: Cheryl A. McLean

Publisher: Routledge

Published: 2020-11-18

Total Pages: 218

ISBN-13: 1000222764

This book explores “making” in the school curriculum in a period in which the ability to create and respond to digital artifacts is key and focuses on makerspaces in educational settings. Combining the arts with design to give a fuller picture of the engagement and wonder that unfolds with maker literacies, the book moves across such settings and themes as: Creativity and writing in classrooms Making and developing civic engagement Emotional experiences of making Race and gender in makerspace Game-based play and coding in schools and draws its case studies from the Netherlands, Finland, Canada, Australia, the United Kingdom, and the United States. Giving as broad a perspective on makerspaces, making, and design as possible, the book will help scholars expand their understandings and help educators appreciate the power and worth of making to inspire students. It is useful for anyone hoping to apply design, maker, and makerspace approaches to their teaching and learning.

Maker Literacies and Maker Identities in the Digital Age

Author: Cheryl A. McLean

Publisher: Routledge

Published: 2020-11-18

Total Pages: 216

ISBN-13: 1000222748

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Unsettling Literacies

Author: Claire Lee

Publisher: Springer Nature

Published: 2022-03-04

Total Pages: 224

ISBN-13: 9811669449

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This book asks researchers what uncertainty means for literacy research, and for how literacy plays through uncertain lives. While the book is not focused only on COVID-19, it is significant that it was written in 2020-2021, when our authors’ and readers’ working and personal lives were thrown into disarray by stay-at-home orders. The book opens up new spaces for examining ways that literacy has come to matter in the world. Drawing on the reflections of international literacy researchers and important new voices, this book presents re-imagined methods and theoretical imperatives. These difficult times have surfaced new communicative practices and opened out spaces for exploration and activism, prompting re-examination of relationships between research, literacy and social justice. The book considers varied and consequential events to explore new ways to think and research literacy and to unsettle what we know and accept as fundamental to literacy research, opening ourselves up for change. It provides direction to the field of literacy studies as pressing global concerns are prompting literacy researchers to re-examine what and how they research in times of precarity.

Affordances of Film for Literacy Instruction

Author: DeHart, Jason D.

Publisher: IGI Global

Published: 2022-03-04

Total Pages: 277

ISBN-13: 1799891380

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Within the past decade, the role of film and media in K-12 classrooms has grown from entertainment-based activities to an active literacy-centered textual practice. A multitude of approaches in instruction are required for literacy education, including a vast knowledge of a range of texts and awareness of key steps in activating knowledge according to the affordances contained within a text. Affordances of Film for Literacy Instruction explores the educational affordances of using film as text. It further discusses the use of digital technology and visual texts in literacy education and the need to focus on textual work closely with students as technology and ways of reading proliferate. Covering topics such as cultural representation, filmic language, and online learning, this book is an essential resource for educators of K-12 and higher education, pre-service teachers, students of higher education, government officials, faculty and administration of education, researchers, and academicians.

Teaching in the Game-Based Classroom

Author: David Seelow

Publisher: CRC Press

Published: 2021-07-12

Total Pages: 188

ISBN-13: 1000411737

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Teaching in the Game-Based Classroom is a hands-on guide to leveraging students’ embrace of video games toward successful school performance. Evidence tells us that game-based learning can help teachers design classes, develop transformative learning tools, and assess progress on multiple levels not dependent on one-size-fits-all bubble sheets. Authored by game-savvy teachers in partnership with classroom-experienced academics, the highly varied chapters of this book are concise yet filled with sound pedagogical approaches. Middle and high school educators will find engaging new ways of inspiring students’ intrinsic motivation, skill refinement, positive culture-building, autonomy as learners, and more.

Style and Reader Response

Author: Alice Bell

Publisher: John Benjamins Publishing Company

Published: 2021-02-08

Total Pages: 246

ISBN-13: 9027260370

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Style and Reader Response: Minds, media, methods profiles the diversity of theoretical and methodological approaches in reception-oriented research in stylistics. Collectively, the chapters investigate how real readers, players, audiences, and viewers respond to, experience, and interpret texts. Contributions to the book investigate discourse types such as contemporary literature, poetry, political speeches, digital fiction, art exhibitions, and online news discourse. The volume also exemplifies the variety of empirical approaches in reception research, with contributors drawing on a range of methods including discussion groups, interviews, questionnaires, and think-aloud protocols with data analysed from both online and offline sources. Style and Reader Response makes an important contribution to an emerging paradigm within stylistics in which verifiable insights from readers are used to generate new models and new understandings of texts across media, with each essay demonstrating the centrality of empirical research for theoretical, methodological, and/or analytical advancements within and beyond stylistics.

Non-Linear Perspectives on Teacher Development

Author: Kathryn J. Strom

Publisher: Taylor & Francis

Published: 2023-03-21

Total Pages: 512

ISBN-13: 1000848728

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Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways. The authors in this book offer non-linear alternatives by drawing on a continuum of complex perspectives, including CHAT, complexity theory, actor network theory, indigenous studies, rhizomatics, and posthuman/neomaterialisms. The chapters included here illuminate how different ways of thinking can help us better examine how teachers learn (relationally, with human, material, and discursive elements) and offer ways to understand the entangled nature of the relationship between that learning and what emerges in classroom instructional practice. They also present situated illustrations of what those entanglements or assemblages look like in the preservice, induction, and inservice phases, from early childhood to secondary settings, and across multiple continents. Authors provide evidence that research on teacher development should focus on process as much (if not more than) product and show that complexity perspectives can support forward-thinking, assets-based pedagogies. Methodologically, the chapters encourage conceptual creativity and expansion, and support an argument for blurring theory-method and normalising methodological hybridity. Ultimately, this book provides conceptual, theoretical, and methodological tools to understand current educational conditions in late capitalism and imagine otherwise. It was originally published as a special issue of the journal Professional Development in Education.

How the Arts Can Save Education

Author: Erica Rosenfeld Halverson

Publisher: Teachers College Press

Published: 2021

Total Pages: 169

ISBN-13: 0807765724

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"A comprehensive look at how the arts (broadly conceived) can improve teaching, learning, and curriculum for all students, written in accessible language for non-academics and non-experts. It contains many evocative examples to illustrate the power of the arts to change education"--

Building the Innovation School

Author: T. Philip Nichols

Publisher: Teachers College Press

Published: 2022

Total Pages: 223

ISBN-13: 0807780944

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There is no shortage of innovations on offer for schools. Hardly a week passes without someone marching out the latest device, app, service, curricular add-on, or instructional technique that, we are told, is sure to cure the perennial woes of systemic education. This book is an investigation of this enchantment with “innovation” and its implications for not only everyday teaching and learning, but also the future of public education. Based on a study of The Innovation School—a public high school organized around makerspaces, design thinking, and personalized technology—the author challenges conventional wisdom about how educational transformation unfolds and argues that the popular understanding of innovation exacerbates inequality and undermines teacher and student autonomy. Building the Innovation School demonstrates how attending to the infrastructures of innovation leads to educational change that is driven by the interests and values of educators. Repair rather than disruption is the focus—a commitment to schools that allow all students to flourish. Book Features: Shows how specific innovations actually work over time in the everyday life of the classroom.Challenges the conventional wisdom about innovation, offering resources for breaking through the hype of current (and future) innovations-of-the-day.Offers a framework for “innovating from below,” tailoring local innovations to the needs, values, and priorities of students, educators, and the community.Includes an appendix of resources for teachers and administrators interested in applying the frameworks from the book in their schools and classrooms.