This section focuses on digital literacy research that emphasizes technology and online platforms... more This section focuses on digital literacy research that emphasizes technology and online platforms for instructional purposes. Studies examine the use of digital writing, production, communication, and reading tools/apps; technology for instructional purposes, including coding, e-books/e-reading, digital storytelling, online discussion, digital video production, podcasts, and digital portfolios; and how social networking, online feedback, and learning management systems enhance literacy instructional practices. These studies address pedagogy, knowledge, and skills needed to use digital technologies to facilitate literacy learning. (Robin Jocius, lead contributor) Connolly, S., & Burn, A. (2019). The Story Engine: Offering an online platform for making "unofficial" creative writing work. Literacy, 53, 30-38. Describes the development and implementation of Story Engine, an online, mentor-assisted digital writing platform. Uses theories of creativity to interrogate discourses surrounding the teaching of creative writing, both in and outside of the classroom. Examines the implementation of a beta prototype of Story Engine with 120 adolescents in four British schools. Uses case studies to investigate whether an online creative writing platform develops creativity and complements school-based writing programs. Finds that Story Engine promotes schooled aspects of creative writing but can potentially allow for more creative freedom. Concludes that the Story Engine environment provided a variety of opportunities for students to draw on cultural resources to produce texts for specific audiences. Suggests that teachers can combine digital writing tools and offline engagement in order to bring together progressive classroom teaching techniques and online, playful pedagogies.
This section focuses on digital literacy research that emphasizes technology and online platforms... more This section focuses on digital literacy research that emphasizes technology and online platforms for instructional purposes. Priority was given to studies that address aspects of pedagogy connected to the knowledge and skills needed to use digital technologies to facilitate literacy learning. Specifically, digital literacy in English language arts contexts that incorporates digital writing, production, communication, or reading tools/apps; technology for instructional purposes including blogs, coding, wikis, e-books/e-reading, digital storytelling, online discussion, digital video production, podcasts, and digital portfolios; and how social networking, online feedback, and learning management systems enhance literacy instructional practices. (Candance Doerr-Stevens, lead contributor)
This section focuses on digital literacy research that emphasizes technology and online platforms... more This section focuses on digital literacy research that emphasizes technology and online platforms for instructional purposes. Studies examine the use of digital writing, production, communication, and reading tools/apps; technology for instructional purposes, including coding, e-books/e-reading, digital storytelling, online discussion, digital video production, podcasts, and digital portfolios; and how social networking, online feedback, and learning management systems enhance literacy instructional practices. These studies address pedagogy, knowledge, and skills needed to use digital technologies to facilitate literacy learning. (Robin Jocius, lead contributor) Connolly, S., & Burn, A. (2019). The Story Engine: Offering an online platform for making "unofficial" creative writing work. Literacy, 53, 30-38. Describes the development and implementation of Story Engine, an online, mentor-assisted digital writing platform. Uses theories of creativity to interrogate discourses surrounding the teaching of creative writing, both in and outside of the classroom. Examines the implementation of a beta prototype of Story Engine with 120 adolescents in four British schools. Uses case studies to investigate whether an online creative writing platform develops creativity and complements school-based writing programs. Finds that Story Engine promotes schooled aspects of creative writing but can potentially allow for more creative freedom. Concludes that the Story Engine environment provided a variety of opportunities for students to draw on cultural resources to produce texts for specific audiences. Suggests that teachers can combine digital writing tools and offline engagement in order to bring together progressive classroom teaching techniques and online, playful pedagogies.
This section focuses on digital literacy research that emphasizes technology and online platforms... more This section focuses on digital literacy research that emphasizes technology and online platforms for instructional purposes. Priority was given to studies that address aspects of pedagogy connected to the knowledge and skills needed to use digital technologies to facilitate literacy learning. Specifically, digital literacy in English language arts contexts that incorporates digital writing, production, communication, or reading tools/apps; technology for instructional purposes including blogs, coding, wikis, e-books/e-reading, digital storytelling, online discussion, digital video production, podcasts, and digital portfolios; and how social networking, online feedback, and learning management systems enhance literacy instructional practices. (Candance Doerr-Stevens, lead contributor)
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