The Transformative Power of Digital Literacy Stories
Janette Hughes, Lorayne Robertson, University of Ontario Institute of Technology, Canada
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this article we use the four pedagogical components outlined by the New London Group (1996) -- situated practice, overt instruction, critical framing and transformed practice -- as we focus our attention on the case studies of two beginning teachers and their use of digital storytelling in our English language arts methods class and their subsequent and transformed use of digital media with their own students in the classroom. We explore both their shifting perceptions of multiple literacies and how these shifts in thinking help shape or transform their ideas about teaching and learning language arts.
Hughes, J. & Robertson, L. (2010). The Transformative Power of Digital Literacy Stories. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 306-317). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)