In response to the Common Core State Standards, and the growing literacy demands of a 21st century digital world, educators have increased their focus on practices related to critically navigating, evaluating, and creating texts using a range of digital technologies. When digital literacies is a part of classroom instruction students are better equipped to communicate effectively in digital media environments, as well as to comprehend the ever-changing digital landscape.
The International Reading Association has created a cross-journal virtual issue focused on digital literacies. This new FREE virtual issue is available through Dec. 2013 and features articles from The Reading Teacher, Journal of Adolescent & Adult Literacy, and Reading Research Quarterly. The articles were selected by the editors of these journals for their impact on both literacy scholarship and practice.
Among the offerings is Bridget Dalton’s piece entitled Multimodal Composition and the Common Core State Standards. This article describes how a Digital Writers’ Workshop can be a vehicle for integrating multimodal composition into the classroom. It offers general workshop principles and strategies, followed by a multimodal poem project illustrating how to scaffold students’ design processes. It invites teachers to contribute to the conversation about literacy and technology integration at The Reading Teacher‘s Facebook page.
Another intriguing piece is co-authored by Jill Castek and Rick Beach. It’s entitled Using Apps to Support Disciplinary Literacy and Science Learning. This article showcases apps that help students access information, interpret and share information, and create multimedia products. Classroom examples illustrate how to use these tools strategically to enhance learning. For additional insights, don’t miss the Podcast supplement for this article.
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners co-authored by Susan R. Goldman, Jason L.G. Braasch, Jennifer Wiley, Arthur C. Graesser, Kamila Brodowinska used think-aloud protocol methodology to better understand the processing that learners engaged in when performing a web-based inquiry task about volcanoes using multiple Internet sources. In this study, 10 better learners were contrasted with 11 poorer learners. Findings suggest that multiple-source comprehension is a dynamic process that involves interplay among sense-making, monitoring, and evaluation processes, all of which promote strategic reading.
There are several more great articles in the virtual issue on digital literacies. We hope the ideas you find within these articles will spark a whole host of new implementation directions for you and your students. Happy reading!