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The Shift from English Methods to Critical Digital Literacies
PROCEEDINGS

, University of Ontario Institute of Technology, Canada

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this paper the author shares how she prepares teacher candidates to teach secondary English Language Arts in a digital age, by introducing a critical digital literacies approach and then weaving an explicit focus on the use of digital media and tools throughout the course. The aim is to encourage beginning teachers to be not only proficient users of technology, but more importantly, critical thinkers about and producers of technology and digital tools (Selber, 2004) while promoting civic engagement and responsibility. The paper explores teacher candidates’ shifting views of literacies and their place in the English classroom as well as how the creation of digital tools and resources to teach literature and literacy skills, might encourage them to engage their students in learning in a more active and civically meaningful way.

Citation

Hughes, J. (2014). The Shift from English Methods to Critical Digital Literacies. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1981-1989). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2020 from .

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