Exploring Digital Literacy Practices in an Inclusive Classroom

Price-Dennis, Detra; Holmes, Kathlene; Smith, Emily Esfahani

doi:10.1002/trtr.1398

Cited by 51 publications

(38 citation statements)

References 12 publications

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“…We eventually excluded articles that advocated the use of productive technologies with special education populations but did not provide research results about them (cf. Michael and Trezek, ; Price‐Dennis et al, ). We also read related reviews, such as Bruce et al's () review of multimodal composing in special education contexts, which, despite titular similarities, asked very different questions than we asked in our review.…”

Section: Methodsmentioning

confidence: 99%

Inequitable variations: a review of research in technology, literacy studies and special education

Pandya

Ávila²

2016

Literacy

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This essay presents the results of a review of research published in the last 10 years on the uses of what we term ‘productive’ digital technologies in special education contexts. There is little overlap between research on productive technologies such as digital storytelling in mainstream contexts and research on technology use to support literacy learning in special education classrooms. Analysis centred on theoretical frameworks, research methods, educational contexts and technologies used with children and youth labelled with special needs. The initial sample of refereed journal articles (n = 1,132) was reduced to 14 studies for review. Results suggest large variations in the knowledge base about why, how, when and to what effects productive technologies might be used with children labelled with special needs. The essay presents further areas for theorising and research in the juncture of these separate fields to address the inequitable variations and social justice issues engendered by current research and practice.

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Section: Methodsmentioning

confidence: 99%

Inequitable variations: a review of research in technology, literacy studies and special education

Pandya

Ávila²

2016

Literacy

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“…There were affective intensities (Ehret, ) during fieldwork and at the art celebration, and it was clear to me that emotions, beliefs, convictions, and histories drove stances and performed agency in many different ways. Stances were not only about concrete experiences and emotions; stances also considered hoped‐for agency that defies judgments and stereotypes and disrupts prejudice (Crampton, ; Haddix, ; Lewis & Tierney, ; Price‐Dennis, Holmes, & Smith, ). Such design work and rhetorical and aesthetic framing of thoughts and feelings are the kinds of radical youth literacies (Haddix, ) that youth engage in when they have the space to wrestle with the harder edges and complexities of being a young person today.…”

Section: Measuring Out Lives With Coffee Spoons and The Importance Ofmentioning

confidence: 99%

“How Emotional Do I Make It?”: Making a Stance in Multimodal Compositions

Rowsell¹

2020

J Adolescent & Adult Lit

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For literacy educators, there is a need to understand students’ pathways into composition and mediate contemporary, multimodal compositional pathways with more academic ones. In an effort to mediate between middle and high school students’ schooling and curricular demands and their everyday interests and investments in media and communicational systems, the author offers educators a way to frame composition that attends to the potential and affordances of multiple modes of expression and representation. Combining affect theory with Arendt's writings on thinking and embodiment, the author presents a research study with adolescents who made stances in selfies, self‐portraits, and written artist statements that are indicative of new rhetorical and compositional practices. Stance, as a construct in modern compositions, represents the ways that young people interface with ideas and experiences within the world that materialize in and animate their designs. Stance provides young people with a space to tell the stories they want to tell through media and mediums of their choosing.

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“…Studies tend to examine how teachers integrate specific digital text and tool (e.g., iPads, particular apps) in their literacy instruction (Hutchison, Beschorner, & Schmidt Crawford, 2012;Hutchison & Colwell, 2016;Israelson, 2014;Jahnke & -Kumar, 2014;Laster et al, 2016). Other studies provide a broad discussion of different digital tools that teacher educators prepare literacy teachers to use or technological decisions that teachers made to support developmentally appropriate instruction (Boche, 2019;Price-Dennis, Holmes, & Smith, 2015;Steckel et al, 2015;Voogt & McKenney, 2017). Another study focused on inservice kindergarten teachers' discussions about designing on-and off-line early literacy PictoPal activities, but lesson plans or implementation were not included as data sources (Boschman et al, 2015).…”

Section: Teachers' Demonstrations Of Tpackmentioning

confidence: 99%

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

Arya¹,

Christ²,

Wu³

2020

JEL

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This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.

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Exploring Digital Literacy Practices in an Inclusive Classroom

Abstract: This article explores how students in a diverse inclusive classroom engage in 21st-century literacies. The authors provide an overview of digital literacy practices that foster collaboration and civic engagement.

Cited by 51 publications

References 12 publications

Inequitable variations: a review of research in technology, literacy studies and special education

Inequitable variations: a review of research in technology, literacy studies and special education

“How Emotional Do I Make It?”: Making a Stance in Multimodal Compositions

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

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