| Description |
1 online resource (341 p.) |
| Series |
Research and Resources in Language Teaching Ser |
|
Research and Resources in Language Teaching Ser
|
| Contents |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Author biographies -- Preface -- Acknowledgements -- Part I From research to implications -- Diverse literacies for a superdiverse era -- The Framework of Digital Literacies 3.0 -- Box I.1 What hardware, software and connectivity do we need? -- First focus: Communicating -- Print literacy -- Texting (and reconstructive) literacy -- Box I.2 What happened to our digital natives? -- Hypertext literacy -- Multimodal literacy -- Box I.3 Do social media belong in our classrooms? |
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Immersive (and gaming/XR) literacy -- Spatial literacy -- Mobile literacy -- Box I.4 Does the digital divide still matter? -- Code (and technological/AI) literacy -- Second focus: Informing -- Tagging (and hashtag) literacy -- Search literacy -- Box I.5 Can we trust Wikipedia? -- Filtering literacy -- Information (and data) literacy -- Box I.6 How should we deal with fake news? -- Third focus: Collaborating -- Personal (and security) literacy -- Box I.7 How can we protect our students (and ourselves) online? -- Network literacy -- Box I.8 Why do our students need personal learning networks? |
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Participatory literacy -- Box I.9 How much should we worry about censorship and surveillance? -- Intercultural literacy -- Ethical literacy -- Fourth focus: (Re)designing -- Attentional literacy -- Box I.10 Does multitasking work? -- Critical (and critical mobile/material/philosophical/academic) literacy -- Box I.11 What do digital technologies mean for people and the planet? -- Remix literacy -- Box I.12 How do we deal with copyright and plagiarism? -- Looking ahead -- Further reading -- Part II From implications to application |
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Box II.1 Will digital technologies improve our students' learning? -- Box II.2 What if we have to teach language classes fully online? -- The TPACK framework for integrating technology use -- Box II.3 Who's afraid of teaching with edtech? -- The SAMR model for improving technology use -- The T3 framework for extending technology use -- Design justice -- The Digital Activities Grid -- The Digital Tools Grid -- The Digital Risks Grid -- 45 Activities -- Activity 1. Technology past and present -- Activity 2. Becoming digitally literate -- Activity 3. Writing the news -- Activity 4. Extreme weather |
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Activity 5. Cryptic messages -- Activity 6. Sports linking -- Activity 7. Building links -- Activity 8. Food boards -- Activity 9. Copycat -- Activity 10. Envisioning the facts -- Activity 11. Sales techniques -- Activity 12. Showcasing hobbies -- Activity 13. Selling English -- Activity 14. Avatars -- Activity 15. Peeling back history -- Activity 16. Spaced out -- Activity 17. A picture a day -- Activity 18. Mobile rules -- Activity 19. This is us -- Activity 20. Living on the edge -- Activity 21. My digital assistant -- Activity 22. Travel clouds -- Activity 23. Hashtag activism |
| Notes |
Description based upon print version of record |
|
Activity 24. Search race |
| Form |
Electronic book
|
| Author |
Hockly, Nicky
|
|
Dudeney, Gavin
|
| ISBN |
9781000538885 |
|
1000538885 |
|
