Doing Digital Composition on the Social Web: Knowledge Processes in Literacy Learning
Mills, Kathy A. (2015) Doing Digital Composition on the Social Web: Knowledge Processes in Literacy Learning. In Cope, Bill & Kalantzis, Mary (Eds.) A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan, London, pp. 172-185.
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The power to influence others in ever-expanding social networks in the new knowledge economy is tied to capabilities with digital media production. This chapter draws on research in elementary classrooms to examine the repertoires of cross-disciplinary knowledge that literacy learners need to produce innovative digital media via the “social web”. It focuses on the knowledge processes that occurred when elementary students engaged in multimodal text production with new digital media. It draws on Kalantzis and Cope’s (2008) heuristic for theorizing “Knowledge Processes” in the Learning by Design approach to pedagogy. Learners demonstrate eight “Knowledge Processes” across different subject domains, skills areas, and sensibilities. Drawing data from media-based lessons across several classroom and schools, this chapter examines what kinds of knowledge students utilize when they produce digital, multimodal texts in the classroom. The Learning by Design framework is used as an analytic tool to theorize how students learn when they engaged in a specific domain of learning – digital media production.
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|Item Type:||Book Chapter|
|Keywords:||pedagogy, multiliteracies, digital media, social media, education, literacy, internet, critical literacy, knowledge, social web, Web 2.0, blogging, blogs|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 The Author and Palgrave MacMillan|
|Deposited On:||26 Oct 2015 02:22|
|Last Modified:||06 Mar 2016 06:22|
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