Authoring the Textual Classroom in Digital Times

Autor/inn/en	Nahachewsky, James; Begoray, Deborah
Titel	Authoring the Textual Classroom in Digital Times
Quelle	In: Changing English: Studies in Culture and Education, 17 (2010) 4, S.421-431 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2010.528877
Schlagwörter	Educational Technology; Technology Uses in Education; Figurative Language; Language Arts; English Instruction; Literacy Education; Power Structure; Student Participation; Relevance (Education); Barriers; English Teachers; Preservice Teacher Education; Secondary Education; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sprachkultur; English langauage lessons; Englischunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Relevance; Relevanz; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Ausland; Kanada
Abstract	This article explores language and literacy teachers' classroom experiences in a digital age. Drawing on multi-literacies and new literacy studies frameworks, we use metaphors of classroom as text and teacher as author to build an understanding of the challenges and changes examined in the findings of two separate studies. The teachers were challenged to reconsider conceptions of individual "knowers" and textual authority/authorship in their classrooms and how they engage students critically in an exploration of the word and the world beyond the edges of the page and the walls of the English language arts classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01