Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices
Routledge (Verlag)
978-1-032-55339-9 (ISBN)
To embrace today’s culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning.
Addressing how the use of digital tools and literacy practices can be woven into current ELA curricula, and with consistent sections, each chapter covers a different aspect of digital tool use, including multimodal texts, critical media literacies, connection-building, and digital composing. Understanding that no classroom is a monolith, Barnes and Marlatt’s timely text presents practical applications and resources suitable for different environments, including urban and rural contexts.
The volume is essential reading in courses on ELA/literacy methods and multicultural education.
Meghan E. Barnes is Associate Professor of English Education at the University of North Carolina at Charlotte. Rick Marlatt is Professor of English Language Arts and Literacy at New Mexico State University and currently serves as Director of the School of Teacher Preparation, Administration, and Leadership.
Introduction Part I. Moving toward Multimodality 1. Teaching Multimodal Texts for Equity 2. Leveraging Digital Tools to Enhance Social-Emotional Learning Practices 3. Black Modalities Part II. Moving toward Critical Media Literacy 4. When you know better, do better 5. Forging Communities in Contested Spaces 6. Navigating the Benefits and Harms of Media and Digital Tools in the Age of Disinformation, Digital Surveillance, and Misinformation Part III. Moving toward Connection 7. Bridging Time, Space, and Experience 8. From Awareness to Action 9. Cultivating Emancipatory Spaces for Black Girls’ Digital and STEM Literacies Part IV. Moving toward Digital Composition 10. Framing Digital Composition in Classrooms 11. Fostering Digital Literary Literacies 12. Affirming Students' Multiple Literacies through Literacy Autoethnographies
| Erscheinungsdatum | 03.05.2024 |
|---|---|
| Zusatzinfo | 1 Tables, black and white; 3 Line drawings, black and white; 21 Halftones, black and white; 24 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 453 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-032-55339-1 / 1032553391 |
| ISBN-13 | 978-1-032-55339-9 / 9781032553399 |
| Zustand | Neuware |
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