Layering Literacies and Contemporary Learning

Autor/inn/en	Abrams, Sandra Schamroth; Russo, Michael P.
Titel	Layering Literacies and Contemporary Learning
Quelle	In: Journal of Adolescent & Adult Literacy, 59 (2015) 2, S.131-135 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.447
Schlagwörter	Adolescents; Middle School Students; Multiple Literacies; Games; Public Libraries; Longitudinal Studies; Constructivism (Learning); New York + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Game; Spiel; Spiele; Public library; Stadtbücherei; Öffentliche Bibliothek; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article explores how adolescents layer literacies in and outside school. Findings from a longitudinal study of gaming in a public library, as well as data related to the use of Portal 2 in a New York City middle school classroom, reveal how the students created, showcased, analyzed, and experimented with online and offline artifacts and knowledge. By examining the ways youths collaboratively and independently moved about their various practices, the authors not only address characteristics of contemporary learning but also call for flexible opportunities for agentive and layered meaning making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01