Digital Literacies

Gillen, Julia

Verlag: Routledge, 2014
ISBN 10: 0415660939 / ISBN 13: 9780415660938
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Bibliografische Details

Titel: Digital Literacies
Verlag: Routledge
Erscheinungsdatum: 2014

Zustand: New

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1.

Stergioulas, Lampros und Helen Drenoyianni (Eds.):
Verlag: New York, Bern, Berlin, Bruxelles, Frankfurt, Oxford, Wien: Lang, (2011)
ISBN 10: 1433106183 ISBN 13: 9781433106187
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Buchbeschreibung New York, Bern, Berlin, Bruxelles, Frankfurt, Oxford, Wien: Lang, 2011. Originalbroschur. Buchzustand: Wie neu. 269 S. Tadellos, nahezu ohne Gebrauchsspuren. - Inhalt: Melpomeni Tsitouridou/Konstantinos Vryzas: Digital Literacies: Definitions, Concepts and Educational Implications -- David Bawden/Lyn Robinson: Digital Literacy and the Dark Side of Information: Enlightening the Paradox -- Alivisos Sofos: Digital Literacy as a Category of Media Competence and Literacy - An Analytical Approach of Concepts and Conditions for Supporting Media Competence at School -- Ola Erstad: Digital Literacies and Schooling - Knowledge Practices in Transition -- Joe Cullen: Web 2.0 and the Digital Divide: What Can Facebook and YouTube Contribute? -- Don Passey: Real Purpose, Real Audience and Real Value: Researching Contributions of Digital Literacy to Learning -- Ellen J. Helsper: Digital Literacies: Different Cultures, Different Definitions -- Laura Cervi/José Manuel Pérez Tornero: Changing the Policy Paradigm for the Promotion of Digital and Media Literacy - The European Challenge -- Georgios Grollios: An Alternative Perspective on Curriculum Planning -- Anastassios Liambas/Ioannis Kaskaris: «Digital Literacy» or «Digital Literacy for Critical Consciousness»! -- Tapio Varis: Digital Literacy Research in the School Environment - Towards the Assessment of Media and Digital Literacy -- Keri Facer: What Futures for Digital Literacy in the 21st Century? -- Neil Selwyn: Re-imagining the School as a 'Loose Space' for Digital Technology Use. - Over the last two decades, advances in information and communication technologies (ICTs) have contributed to the ideological construct of an emerging «knowledge society» - one which places a high value on knowledge and education and promises a better future for humanity. However, the severe economic - and by extension, social and political - crisis that occurred at the end of 2008, which brought about rising unemployment and threatened social welfare, has changed the view of an ever-prospering society riding the ICT/knowledge wave, forcing it to face a sudden reality check, and to reconsider individualism and its consequences, cynicism and greed. In these circumstances, it is likely that people will attempt to rediscover their values and visions and to redefine their hope for the future. As has occurred at other, similar historical junctures, the years that follow such a reexamination could usher in a period of radical economical and societal transformations. It is within this context - the universal desire to reinstate and reposition our hope for a better future, and hence to promote a transformative vision of education - that the aims and themes of this book lie. Digital technology and digital media are inevitably and inextricably part of our future, a future which is literally defined by the way we educate our children. As such, the aim to provide digital literacy for all depends upon the re-construction of the school. (Verlagstext). ISBN 9781433106187 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Deutsch Gewicht in Gramm: 550. Artikel-Nr. 977307

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Jacobson, Erik:
Verlag: New York u.a.: Lang, (2012)
ISBN 10: 1433105993 ISBN 13: 9781433105999
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Buchbeschreibung New York u.a.: Lang, 2012. Originalbroschur. Buchzustand: Sehr gut. VIII, 152 S. Ein sehr gutes und sauberes Exemplar. - Inhalt: Learning: Adult Basic Education and the Affordances of Digital Technologies: Structures for Learning -- Modalities of Learning -- The Impact on Learning -- Learning to Be Literate in a Digital Age: New Ways to Learn -- New Things to Learn -- Old Questions to Ask -- Teaching: Teaching ABE in the Age of New Literacies: Perspectives on Literacy Pedagogy -- Supporting Active Learning -- Some Thoughts on Lesson Planning -- Learning to Teach New Literacies: Teacher Expectations Around Their Own Development -- Formal Structures for Professional Development -- Developing Nonformal Structures -- Participation Patterns in Professional Development -- Organizing: Shaping the Field -- The Nature of Education -- The Nature of Identity -- The Nature of Participation -- Shaping the World: The Political Economy of New Literacies -- New Literacies and Development -- Possibilities for Change. ISBN 9781433105999 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Englisch Gewicht in Gramm: 550. Artikel-Nr. 1012856

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Nicosia, Laura M.:
Verlag: New York, NY : Lang, (2013)
ISBN 10: 1433109301 ISBN 13: 9781433109300
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Buchbeschreibung New York, NY : Lang, 2013. Originalbroschur. Buchzustand: Sehr gut. 180 S. Your Avatar, Yourself: Who Are You When You Are Online? -- Social, Educational Networking and You: Perfect Together -- Resistance Is Futile: Collaborative and Participatory Technologies Are Here to Stay -- Digital Repositories, Storehouses and Conduits: Oh, My! -- Virtual, 3-D Worlds and Augmented Reality -- Travelers Along the Technology Timeline. ISBN 9781433109300 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Englisch Gewicht in Gramm: 248. Artikel-Nr. 1014748

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4.

Avila, JuliAnna [Hrsg.] and Jessica [Hrsg.] Zacher Pandya:
Verlag: New York u.a.: Lang, (2013)
ISBN 10: 1433116936 ISBN 13: 9781433116933
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Buchbeschreibung New York u.a.: Lang, 2013. Originalbroschur. Buchzustand: Sehr gut. VI, 228 S. mit Ill., graph. Darst. Ein gutes und sauberes Exemplar. - Inhalt: Traveling, Textual Authority, and Transformation: An Introduction to Critical Digital Literacies, JuliAnna Avila & Jessica Zacher Pandya -- Disruptive by Design: Designing Space for Student Choice in a Digital Media Studies Classroom, Stephanie Anne Schmier -- Engaging Urban Youth in Meaningful Dialogue on Identity through Digital Storytelling, Althea Scott Nixon -- Critical Literacies and Social Media: Fostering Ethical Engagement with Global Youth, Anna Smith & Glynda Hull -- Teacher Education and Critical Digital Literacies: Perforating School: Digital Literacy in an Arts and Crafts Class, Arne Olav Nygard -- Utilizing Mobile Media and Games to Develop Critical Inner-City Agents of Social Change, Antero Garcia -- Beyond Technology Skills: Toward a Framework for -- Critical Digital Literacies in Pre-Service Technology Education Sarah Lohnes Watulak Ö1 Charles K. Kinzer -- Resisting Dominant Narratives: "They Get What They Deserve": Interrogating Critical Digital Literacy Experiences as Framed in a Québec Alternative High School Context, Dana E. Salter -- Relocalization in the Market Economy: Critical Literacies and Media Production in an Urban English Classroom, Cynthia Lewis, Candance Doerr-Stevens, Jessica Dockter Tierney & Cassandra Scharber -- Hacker Literacies: User-Generated Resistance and Reconfiguration of Networked Publics, Rafi Santo -- Afterword: So Now You Know. What Are You Going to Do about It?, Margaret C. Hagood. ISBN 9781433116933 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Englisch Gewicht in Gramm: 550. Artikel-Nr. 1015257

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5.

Erstad, Ola:
Verlag: Frankfurt, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Lang, (2013)
ISBN 10: 1433111632 ISBN 13: 9781433111631
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Buchbeschreibung Frankfurt, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Lang, 2013. Originalbroschur. Buchzustand: Sehr gut. 280 S. Tadelloses Exemplar. - Today’s world is in turmoil. Economic crises are bringing countries to the brink of ruin, and old models are being questioned. The same sense of crisis also exists in contemporary education, and there is a need to explore new educational models. Digital Learning Lives: Trajectories, Literacies, and Schooling is a contribution in this direction. This book explores the importance of the adoption of digital technologies by contemporary education systems. Partly a synthesis of findings from projects carried out in Norway by the author over the past 15 years, the data have been extended to raise key questions about the effectiveness of current education strategies for the Facebook and YouTube generation. Along the way, a promising approach for future developments in education is introduced that embraces the engagement of digital media what Ola Erstad terms ‘learning lives.’ Use of digital media in schools and in everyday culture becomes the catalyst for exploring learning as life-deep (studying identity processes), life-wide (studying learners across contexts), and life-long (studying learning as trajectories and timescales). The book is targeted toward courses on digital learning, educational change, school development, and formal-informal learning. (Verlagstext). ISBN 9781433111631 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Englisch Gewicht in Gramm: 550. Artikel-Nr. 1022748

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6.

Owens, Trevor:
Verlag: New York, NY ; Bern ; Frankfurt, M. ; Berlin ; Brussels ; Vienna ; Oxford ; Warsaw : Lang, (2015)
ISBN 10: 1433128462 ISBN 13: 9781433128462
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Buchbeschreibung New York, NY ; Bern ; Frankfurt, M. ; Berlin ; Brussels ; Vienna ; Oxford ; Warsaw : Lang, 2015. kart. Buchzustand: Sehr gut. X, 139 S. ; 23 cm; Tadelloses Exemplar. - Foreword: Social Sciences of the Artificial -- Introduction -- Learning and Collective Intelligence on the Web -- A Framework for Studying Online Community Software -- Research Questions and Methods -- Community and Values: A Worked Example of Analysis -- Rhetorics of Online Community: A Brief History -- Enacting Control, Granting Permissions -- Studying the Records of Online Communities -- Appendix: Example Data Collection Sheet References. // Discussion on the Web is mediated through layers of software and protocols. As scholars increasingly study communication and learning on the Internet, it is essential to consider how site administrators, programmers, and designers create interfaces and enable functionality. The managers, administrators, and designers of online communities can turn to more than 20 years of technical books for guidance on how to design online communities toward particular objectives.Through analysis of this "how-to" literature, Designing Online Communities explores the discourse of design and configuration that partially structures online communities and later social networks. Tracking the history of notions of community in these books suggests the emergence of a logic of permission and control. Online community defies many conventional notions of community. Participants are increasingly treated as "users," or even as commodities themselves to be used. Through consideration of the particular tactics of these administrators, this book suggests how researchers should approach the study and analysis of the records of online communities. ISBN 9781433128462 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Englisch Gewicht in Gramm: 9. Artikel-Nr. 1046894

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7.

Crotty, Yvonne and Margaret Farren (eds.):
Verlag: Frankfurt, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Lang, (2013)
ISBN 10: 3034309287 ISBN 13: 9783034309288
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Buchbeschreibung Frankfurt, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Lang, 2013. Originalbroschur. Buchzustand: Sehr gut. 238 S. Tadelloses Exemplar. - Contents: Yvonne Crotty: On A World Stage: DIVERSE Conference 2011 – Michael Wesch: New Media Literacy: What’s at Stake? – Carmen Zahn/Karsten Krauskopf/Friedrich W. Hesse/Roy Pea: Digital Media in the Classroom: A Study on How to Improve Guidance for Successful Collaboration and Learning in Student Teams – Vance Martin: Using Wikis to Democratise Teaching – Theo Kuechel: Video for Learning: Past, Present and Future – Stephen J. McNeill/Joshua N. Azriel: News Reporting from Mobile Devices: A Pilot Study – Glen Williams: Harnessing Visual Educational Resources to Better Realise Pedagogical Objectives – Margaret Farren/Yvonne Crotty: Leadership in ICT in Education: Our Story at Dublin City University – Jack Whitehead: An Epistemological Transformation in Educational Knowledge from S-STEP Research – Sabrina Fitzsimons: The Research Journey - Immersion into the Virtual World – Fawei Geng/Carl Marshall/Rowan Wilson: A Case-Study on Podcasting Impact at the University of Oxford – Rüdiger Rolf/Nils H. Birnbaum/Markus Ketterl: Opencast Matterhorn in Production at the University of Osnabrück – Meghan Dougherty/Adrienne Massanari: Best Practices for Bloggers: Dimensions for Consideration – Mathy Vanbuel/Sally Reynolds: Postscript: The Annual MEDEA Awards - Get Involved. - Every educator will tell you about the importance of literacy. But what are the implications of digital literacy, participatory literacy and media literacy for teaching and learning? And can the use of technology be linked to social responsibility? This volume, with a range of international contributors, offers stimulating reading about ‘rethinking education’ in the light of new multimedia tools and platforms and the emergence of social media. It calls for twenty-first-century learners to develop digital, entrepreneurial, collaborative and group work competencies, along with creative and critical thinking. The affordances of digital technologies can offer all students the chance to create their own multimedia representations and become creators within their own education. In addition, eLearning tools can support innovative pedagogical approaches and open the way for research on the nature of teaching and learning experiences, and on how dialogue might be transformed through the use of digital communication technologies. The essays in this volume provide relevant current examples for education practitioners interested in research in this growing academic field. (Verlagstext). ISBN 9783034309288 Wir versenden am Tag der Bestellung von Montag bis Freitag. Sprache: Englisch Gewicht in Gramm: 550. Artikel-Nr. 1023128

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8.

Donna E. Alvermann
Verlag: Peter Lang Jul 2002 (2002)
ISBN 10: 0820455733 ISBN 13: 9780820455730
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Buchbeschreibung Peter Lang Jul 2002, 2002. Taschenbuch. Buchzustand: Neu. 223x151x15 mm. Neuware - By embracing a rapidly changing digital world, the so-called millennial adolescent is proving quite adept at breaking down age-old distinctions among disciplines, between high- and low-brow media culture, and within print and digitized text types. Adolescents and Literacies in a Digital World explores the significance of digital technologies and media in youth's negotiated approaches to making meaning within a broad array of self-defined literacy practices. Organized around a series of case studies, this book blends theories of an attention economy, generational differences, communication technologies, and neoliberal enactive texts with actual accounts of adolescents' use of instant messaging, shape-shifting portfolios, critical inquiry, and media production. 235 pp. Englisch. Artikel-Nr. 9780820455730

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Rodney Jones
Verlag: Taylor & Francis Ltd. Apr 2012 (2012)
ISBN 10: 0415673151 ISBN 13: 9780415673150
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Buchbeschreibung Taylor & Francis Ltd. Apr 2012, 2012. Taschenbuch. Buchzustand: Neu. 238x159x18 mm. Neuware - Assuming no knowledge of linguistics, 'Understanding Digital Literacies' provides an introduction to new literacies for university students. Each chapter in the volume covers a different topic, presenting an overview of the major concepts, issues, problems and debates surrounding the topic; whilst also encouraging students to reflect on and critically evaluate their own language and communication practices. 214 pp. Englisch. Artikel-Nr. 9780415673150

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Crotty, Yvonne; Farren, Margaret (eds.)
Verlag: Peter Lang, Bern (2013)
ISBN 10: 3034309287 ISBN 13: 9783034309288
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Buchbeschreibung Peter Lang, Bern, 2013. paperback. Buchzustand: As New. Paperback. Binding is intact, contents are clean and clear. AM. Used. Artikel-Nr. 302081a

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