The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated.
In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice.
Author(s): Kathy A. Mills, Len Unsworth, Laura Scholes
Publisher: Routledge
Year: 2022
Language: English
Pages: 273
City: New York
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Figures
List of Tables
Foreword – Theo van Leeuwen
Acknowledgements
Abbreviations
Chapter 1: Introduction: Beyond education for Industry 4.0: Next-generation literacies
What are literacies, multimodality, and modes?
Mind and materiality of reading in a digital age
The body and senses in thought, language, and digital practice
Texts and digital semiotics
Implications for curriculum and pedagogy
References
Part I: Mind and materiality
References
Chapter 2: Mind and materiality of digital reading
How digital reading is reconceptualising literacy
New understandings of the mind and materiality for digital reading
Shifts in processes of the mind
Mental images
Shifts in embodied experiences
Multisensory stimulation
Learning to read
Virtual reality
Critical issues for digital reading as a mode of making meaning
Reading behaviours that impact on meaning making
Implications for literacy curriculum and pedagogy
Scaffolding digital reading in the early years
Supporting deep reading to learn in the later years
Recommendations for research of digital reading practices
Acknowledgement
References
Chapter 3: Critically evaluating multiple sources for digital futures
Why critical reading of online sources is important for digital futures
Socio-scientific issues in the networked world
Investigating socio-scientific issues
New directions for critical literacy online: the epistemic turn
Epistemic cognition
Beliefs in action
Implications for educational practice
Critical issues in approaches to evaluation of socio-scientific issues
Recommendations for research
References
Chapter 4: Why video gaming is an important digital literacy practice
Advances in video games and implications for epistemic thinking
Epistemic video games
Serious video games
Action and multi-player video games
Video games for advancing critical literacy in educational contexts
Critical issues, tensions, and debates
Recommendations for research
Acknowledgement
References
Part II: Body and senses
References
Chapter 5: Embodiment, literacies, and digital media
Marginalised senses in embodied media literacies: Hearing, smell, and taste
Hearing: Sonic dimensions of language, literacy, and digital media
Smell: Olfaction in digital media
Taste: Gustation in digital media
Materiality in literacies and digital media practices and embodied cognition
Tensions for engaging the full sensorium in digital media composition
Classroom implications of the sensory turn for literacies
Future directions for researching embodiment in digital media practices
References
Chapter 6: Haptics and motion in literacy practices with digital media
Why touch and motion matter to literacy practices with new digital media
New opportunities for touch and motion in literacy practices with digital media
Bodily basis of meaning making and early language learning
Haptics in digital media practices
Body motion, language learning, and digital media practices
Tensions and challenges for touch and motion in literacy practices with digital media
Implications for digital media practices involving touch and motion in the classroom
Recommendations for researching touch and motion in new literacy practices
References
Chapter 7: Virtual, augmented, and mixed reality: New literate bodies
New directions for VR, AR, and MR literacies
Social factors: AR, VR, and MR
The medium: AR, VR, and MR
Tensions for VR, AR, and MR literacies technologies
Implications of VR, AR, and MR for literacy curriculum and pedagogy
Recommendations for research of VR, AR, and MR literacy practices
References
Part III: Texts and digital semiotics
References
Chapter 8: Infographics and scientific literacy
Introduction – infographics in 21st-century literacies
Infographics in science learning and assessment
Co-articulation of language and image in student-created infographic representations
Mapping options for image–language integration and meaning aggregation in infographics
Teaching–learning experiences to enhance infographic literacy development
Recommendations for researching infographics literacy for digital futures
Acknowledgement
References
Chapter 9: Advancing animated story composition through coding
Refocussing programming as writing for integration in language arts curricula
Re-balancing programming as writing and multimodal authoring
Challenges in integrating coding animated narratives as multimodal authoring in ELA
Implications for a pedagogy of coding animated narratives in ELA
Re-configuring research in classroom integration of coding and literacy
Acknowledgement
References
Chapter 10: Digital interactive literature
Introduction
Networking dimensions of interactivity and narrative function
Imagic, bodily, and verbal interactivity
Imagic interactivity
Bodily interactivity
Interactivity in virtual reality story apps
Narrative functions of interactivity
Cultural challenges: interfacing digital interactivity and literary engagement
Implications for curriculum and pedagogy
Recommendations for research
References
Chapter 11: Conclusion: Multimaterial literacies for digital futures
Materiality of representation: emerging directions
Mind and materiality of reading: emerging directions
Digital gaming futures and literacy practices
Influence of AI and machine learning on textual practices: algorithm-driven media
The future of text semiotics in multimaterial textual environments
Implications for future curriculum and pedagogy
Concluding thoughts: mind, body, and text
References
Author Index
Subject Index
