Locating Meaning in a Digital Age

Abstract

Abstract Purpose – To discuss relevant research and theory that inform literacy development in a digital age. Design – This chapter weaves together research on K-12 literacy development, metacognition, and new literacies in an effort to build a framework for supporting the literacy development of children and adolescents. Relevant theories and research frame a sociolinguistic approach to literacy development and learning as its relation to engaging with digital text is discussed throughout. Findings – A framework for supporting literacy development alongside working with developing teachers is offered to support comprehensive literacy development within a digital age. Practical Implications – A framework is presented that can be used across grade levels. Multiple examples across grade levels and within teacher education are offered to support the model that is proposed.