Handbook of Research on New Media Literacy at the K-12 by Leo Tan Wee Hin

By Leo Tan Wee Hin

Technological developments have enormously impacted and formed what has now develop into the tutorial procedure throughout the convergence of curriculum and know-how relatively within the growth of conventional varieties of literacy. The guide of study on New Media Literacy on the K-12 point: concerns and demanding situations presents entire articles on major concerns, tools, and theories at the moment combining the experiences of know-how and literacy. via research by way of foreign specialists of up-to-date and proper theories and advancements, this must-have reference e-book offers academicians, box researchers, and students with a compendium of unsurpassed learn into the hot media literacy box.

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Accessed 27th February, 2005 at: http://nfer. asp Ingram, A. , Hathorn, L. , & Evans, A. ’ Computers and Education, 35, 21-35. Kerewalla, L. & Crook, C. ’ British Educational Research Journal, 28(6), 751-771. Lankshear,C. & Knobel,M. (2003) New Literacies: Changing Knowledge and Classroom Learning. Buckingham, UK: Open University Press. 12 Lankshear, C. & Knobel, M. (2007) New Literacies: Everyday Practices and Classroom Learning. Buckingham, UK: Open University Press. Lessig, L. (2004) Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity.

Although the focus was on pupils’ use of digital literacy, there was a strong feeling from the class teachers involved that the social benefits - in terms of breaking down stereotypes and widen- ing horizons - were positive by-products of the project. In order to facilitate an initial exploration of views and interests, pupils in both classes were provided with a shoebox to collect artifacts that were of significance to them (an idea first developed by Johnson, 2003). These children then used email to get to know their partners, attaching digital photographs of items from their shoebox as a starting point for their interaction.

Some individuals who have cognitive differences might be ambulatory and have full use of the limbs, whereas others might have little motor control requiring wheel chairs for enhancing mobility. Any grouping of these individuals is artificial and done for the purposes of discussion related to technological devices that can improve the quality of their lives. The term moderate to severe DD generally has been defined in a number of ways (Luckasson, Coulter, Polloway, Reiss, Schalock, Snell, Spitalnik, & Stark, 1992; Grossman, 1983; Gardner, 2000).

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