English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives. New Literacies and Digital Epistemologies. Volume 61

Sonst. Personen	Unsworth, Len (Hrsg.); Thomas, Angela (Hrsg.)
Titel	English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives. New Literacies and Digital Epistemologies. Volume 61
Quelle	(2014), (272 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-1907-1
DOI	10.3726/978-1-4539-1311-6
Schlagwörter	Foreign Countries; English Instruction; Multimedia Instruction; Films; Animation; Novels; National Curriculum; Picture Books; Electronic Publishing; Critical Literacy; Games; Writing (Composition); Writing Instruction; Social Media; Student Empowerment; Authors; Late Adolescents; Multiple Literacies; Computer Simulation; Australia + Suchen Sie Ihr Suchwort? Ausland; English langauage lessons; Englischunterricht; Multimediales Lernen; Film; Novel; Roman; Picture book; Bilderbuch; Elektronisches Publizieren; Kritisches Lesen; Game; Spiel; Spiele; Schreibübung; Schreibunterricht; Soziale Medien; Studienberechtigung; Author; Autor; Autorin; Halbstarker; Computergrafik; Computersimulation; Australien
Abstract	"English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives" is about the fusion of media and narrative, and explores theoretical and practical dimensions of young people's engagement with contemporary forms of text. It showcases a range of critical interpretative approaches for integrating multimedia narratives into English teaching contexts, including animated films such as Shaun Tan's "The Lost Thing", digital novels such as "Inanimate Alice" and "5 Haitis", and a virtual treatment of Shakespeare's "Macbeth". English teachers across grade levels will recognize the valuing of literature and will appreciate the practical pedagogy and fostering of creativity as students are encouraged to explore new forms of narrative. In the context of developing expertise in knowing how multimodal texts work, students can apply that knowledge in their own authoring of digital multimedia narratives. Contents include: (1) Toward a Metalanguage for Multimedia Narrative Interpretation and Authoring Pedagogy: A National Curriculum Perspective from Australia (Len Unsworth); (2) Using Contemporary Picture Books to Explore the Concept of Intermodal Complementarity (Angela Thomas); (3) Digital Fiction (Angela Thomas); (4) A Model for Critical Games Literacy (Thomas Apperley & Catherine Beavis); (5) Enabling Students to Be Effective Multimodal Authors (Paul D. Chandler); (6) The Image/Language Interface in Picture Books as Animated Films: A Focus for New Narrative Interpretation and Composition Pedagogies (Len Unsworth); (7) Using Focalisation Choices to Manipulate Audience Viewpoint in 3-D Animation Narratives: What Do Student Authors Need to Know? (Annemaree O'Brien); (8) Social Media, Education, and Contentious Literacies (Martin Waller); (9) Teaching Inanimate Alice (Angela Thomas, Jenny White, and Ros Lippis); (10) Empowering Older Adolescents as Authors: Multiliteracies, Metalanguage, and Multimodal Versions of Literary Narratives (Julie Bain and Len Unsworth); (11) Augmented Reality in the English Classroom (Winyu Chinthammit and Angela Thomas); and (12) Virtual Macbeth: Using Virtual Worlds to Explore Literary Texts (Angela Thomas, Kerreen Ely-Harper, and Kate Richards). (As Provided).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01