Abstract:Responsibility for the columns included in this department will alternate between the two authors/editors. Donna Alvermann leads off with the first column (JAAL 60:1). Colin Harrison will take the lead on the second column (JAAL, 60:2), and so on. We envision this department being a venue for thoughtful discussions of contemporary issues dealing with policy and practice—especially when remixed in ways that generate new insights into enduring dilemmas.
“…In my first column for the Policy and Practice Remix department (Alvermann, ), I defined a remix as a creative space, one in which negotiated changes in policy and practice coexist if not equally, then equitably. A remix makes room for brokering or arranging a deal.…”
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.
“…In my first column for the Policy and Practice Remix department (Alvermann, ), I defined a remix as a creative space, one in which negotiated changes in policy and practice coexist if not equally, then equitably. A remix makes room for brokering or arranging a deal.…”
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.
This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already within student possession to function as learning tools as well. Arts-based instruction is briefly discussed as an important element for students' full participation in the multiliteracies that make up much of communication in modern society. While literacy in the form of reading and writing must always be the goal of the ELA teacher, it is also important to recognize the role of multiple literacies as legitimate forms of text. The chapter also includes specific ideas for students' smartphone compositions that teachers may consider.
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