{"title":"定位数字时代的意义","authors":"H. Casey","doi":"10.1108/S2048-045820180000009005","DOIUrl":null,"url":null,"abstract":"Abstract \nPurpose – To discuss relevant research and theory that inform literacy development in a digital age. \n \nDesign – 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. \n \nFindings – A framework for supporting literacy development alongside working with developing teachers is offered to support comprehensive literacy development within a digital age. \n \nPractical 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.","PeriodicalId":309500,"journal":{"name":"Best Practices in Teaching Digital Literacies","volume":"66 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Locating Meaning in a Digital Age\",\"authors\":\"H. Casey\",\"doi\":\"10.1108/S2048-045820180000009005\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract \\nPurpose – To discuss relevant research and theory that inform literacy development in a digital age. \\n \\nDesign – 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. \\n \\nFindings – A framework for supporting literacy development alongside working with developing teachers is offered to support comprehensive literacy development within a digital age. \\n \\nPractical 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.\",\"PeriodicalId\":309500,\"journal\":{\"name\":\"Best Practices in Teaching Digital Literacies\",\"volume\":\"66 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-08-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Best Practices in Teaching Digital Literacies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/S2048-045820180000009005\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Best Practices in Teaching Digital Literacies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/S2048-045820180000009005","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.
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