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Integrating Virtual and Traditional Learning in 6-12 Classrooms introduces a model of "layered literacies" as a framework for describing and illustrating how students’ digital experiences can inform educational methods. Through the lens of layered literacies, educators can envision opportunities to draw upon adolescents’ out-of-school interests and activities to meaningfully integrate digital practices within academic contexts. Such an approach facilitates innovative teaching, inspired learning, and successful pedagogy, and it thoughtfully highlights the role of technology within mandated standards-based instruction in public schools. Combining foundational and contemporary theories, supported by data from multiple studies of adolescent learning, and honoring teachers’ and students’ experiences and resources, this text helps educators reconceptualize the ways students learn through and with digital texts and negotiate the connection between online and offline spaces. A companion website extends the discussion onto the screen, engaging readers in an intertextual approach to learning that complements the concept of layering literacies across disciplines. With a foreword by Jennifer Rowsell and an afterword by Bill Cope and Mary Kalantzis, it will be of interest to experienced educators and administrators, as well as postgraduate, graduate, and undergraduate students of education.
- Sales Rank: #2647946 in Books
- Published on: 2014-10-03
- Original language: English
- Number of items: 1
- Dimensions: 8.75" h x 6.00" w x .50" l,
- Binding: Paperback
- 160 pages
From the Back Cover
Integrating Virtual and Traditional Learning in 6- 12 Classrooms introduces a model of "layered literacies" as a framework for describing and illustrating how students' digital experiences can inform educational methods. Through the lens of layered literacies, educators can envision opportunities to draw upon adolescents' out-ofschool interests and activities to meaningfully integrate digital practices within academic contexts. Such an approach facilitates innovative teaching, inspired learning, and successful pedagogy, and it thoughtfully highlights the role of technology within mandated standards-based instruction in public schools.
With a foreword by Jennifer Rowsell and an afterword by Bill Cope and Mary Kalantzis, Integrating Virtual and Traditional Learning in 6 -12 Classrooms will be of interest to experienced educators and administrators, as well as postgraduate, graduate, and undergraduate students of education.
About the Author
Sandra Schamroth Abrams is an associate professor in the Department of Curriculum and Instruction at St. John's University in New York. Her research of digital literacies and videogaming provides insight into agentive learning, layered meaning making, and pedagogical discovery located at the intersection of online and offline experiences. Her recent work appears in the Journal of Adolescent & Adult Literacy, the Journal of Literacy Research, and Educational Media International. She is the author of Integrating Virtual and Traditional Learning in 6-12 Classrooms: A Layered Literacies Approach to Multimodal Meaning Making, co-author of Conducting Qualitative Research in Online Spaces and co-editor of Bridging Literacies with Videogames.
Most helpful customer reviews
1 of 1 people found the following review helpful.
... fire up my lesson plans with some of the excellent ideas that she presented
By Mary Beth Schaefer
I just finished reading Sandra Schamroth Abrams’s book and I am taking a brief break to write this rave—then I am going to sit down and fire up my lesson plans with some of the excellent ideas that she presented. Using a framework of “layered literacies,” Dr. Abrams shows how to bring even the most reluctant student into the fold of a classroom that uses any multimodal means necessary to make learning engaging, personally relevant and self-directed.
I love the easy dance Dr. Abrams does between theory (who knew semiotics could be so classroom user-friendly?) and practice. She writes with deep knowledge of recent theories related to meaning making and weaves them into a construct she calls “layered literacies,” where students’ meaning making is front and center of classroom learning. I’ve always been a little intimidated by the wealth of technology-supported classroom instruction and unsure how I could effectively bring experiences of the digital world into my own classroom; this book, written with clarity and assurance born of experience, has not only informed me of options but made me feel more knowledgeable and confident. I’ve always said that learning should be “fun,” and Dr. Abrams takes that idea to a new level in this book, showing me how the guiding principles of gaming can be applied to classroom practice. She demonstrates tangible ways to do this with and without rich technological resources. As a most fortunate colleague of hers, I’ve witnessed her own real excitement and pleasure in finding ways to continually layer her own classroom with her students’ literacies. She brings her special gifts of scholarship, teaching and service to this work. Eminently readable and packed with illustrative vignettes and examples, this book is a gift to educators everywhere.
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