Appreciating Plurality Through Conversations Among Literacy Stakeholders

Hagood, Margaret C.; Skinner, Emily Neil

doi:10.1002/jaal.00093

Cited by 8 publications

(5 citation statements)

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“…Although the students had engaged in multimodal projects such as collage, clay sculpture, and other forms of art, they decided that they wanted to create a short film that they could share with the administration, parents, and other students at the school. Due to the paucity of resources available, we engaged in utilizations of “Bring Your Own Technology” or BYOT (Hagood & Skinner, ; Ehret & Hollett, ). Personal smartphones and tablets were used to make the short film.…”

Section: Methodsmentioning

confidence: 99%

Seeking Asylum

Dunkerly-Bean¹,

Bean²,

Alnajjar³

2014

J Adolescent & Adult Lit

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Section: Methodsmentioning

confidence: 99%

Seeking Asylum

Dunkerly-Bean¹,

Bean²,

Alnajjar³

2014

J Adolescent & Adult Lit

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“…This student body connects with the world through ever more sophisticated mobile phones (Kongaut & Bohlin, 2016) and tablets, which they use for creating, recording, managing and editing sound (Stephenson & Limbrick, 2015). It is effectively literate in digital (Hagood & Skinner, 2012) and multimodal settings (Gainer, 2012) and so demands an education that covers this area in greater depth.…”

Section: Use Of Technology In Music Educationmentioning

confidence: 99%

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Calderón-Garrido¹,

Gustems-Carnicer

Carrera

2020

International Journal of Music Education

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Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

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“…The comparative perspective in texts took place as the children in both countries analysed critically texts produced in Argentina (http://www.youtube.com/watch?v= eAn3jhn2_k4) and in Denmark (http://www.youtube.com/watch?v=xsDxOx7PUP0, http://vimeo.com/69160394, http://video.kk.dk/video/8548433/genbrug-er-guldreklame, http://www.youtube.com/watch?v=f7fcyyBJRvI). Text here refers to anything that can be 'read' and 'interpreted', in a variety of sign systems and mediums, including print, non-print, visual, digital, multimodal or others (Hagood & Skinner, 2012). Included here are digital reading and writing (Warschauer et al, 2013), digital literacies (Hafner et al, 2013) and new multimodal literacy practices as described in Wolfe and Flewitt (2010).…”

Section: Intercultural Citizenship Skills and An International/transn...mentioning

confidence: 99%

Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina

Porto

2015

Cambridge Journal of Education

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This article describes an online intercultural citizenship project concerning the environment in the primary English-language classroom carried out in 2013/ 2014 between Argentina and Denmark. It is part of a network of projects coordinated by Michael Byram that involves teachers and researchers in Europe, the US and East Asia. The project is framed within the theory of intercultural citizenship in the foreign-language classroom and it is the only study set in the primary school context. Furthermore, developments in Latin America in this field are scarce and the study intends to fill an empirical gap. Although the comparative perspective is ingrained in the project, the article describes mainly the Argentinian standpoint.At the same time, and more generally (beyond language education), it will be argued, and shown, that the project can also be framed within the notion of ecological citizenship, understood as a new form of citizenship that presents new challenges to educators. While the notion of citizenship in formal education usually assumes nationalist and patriotic mindsets, in this project ecological citizenship offers a new framework that introduces an international, transnational or global perspective. Furthermore, citizenship education tends to be reserved to secondary civics and social studies classrooms and in this sense the focus on the primary school context and on the foreign-language classroom is innovative in this project.

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Appreciating Plurality Through Conversations Among Literacy Stakeholders

Cited by 8 publications

References 1 publication

Seeking Asylum

Seeking Asylum

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina

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