Critical Lessons and Playful Literacies: Digital Media in PK-2 Classrooms
Language Arts Volume 90, Number 2, ISSN 0360-9170
Utilizing a New Literacies Studies framework, this article presents critical lessons in film production from a multiple site case study. Examples of children's classroom experiences demonstrate how filmmaking and play come together in a process of storying--a collaborative and multimodal approach to text composition. Students in both preschool and early elementary contexts expressed an expanded understanding of composing collaboratively through digital means. Students also utilized technology in sophisticated ways and accessed their knowledge of popular culture and film conventions through the process of storying. Storying allowed diverse learners to cultivate their literate identities along a variety of possible developmental avenues. These multiple pathways to literate identity development invite teachers to examine what counts as literacy within the classroom and imagine possibilities for students when oral language and written text are no longer privileged. (Contains 1 table.)
Husbye, N.E., Buchholz, B., Coggin, L., Powell, C.W. & Wohlwend, K.E. (2012). Critical Lessons and Playful Literacies: Digital Media in PK-2 Classrooms. Language Arts, 90(2), 82-92.
Cited ByView References & Citations Map
Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
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