Reimagining Multiliteracies: A Response to Leander and Boldt

Jacobs, Gloria

doi:10.1002/jaal.249

Cited by 28 publications

(16 citation statements)

References 11 publications

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“…The pedagogical principles advocated by our recent development efforts in Finland to promote young children's dynamic literacies are multisensory, playful and story-like, and they encourage children to use their imagination, be creative and collaborate with each other (Kumpulainen, 2017; see also the work of Jacobs, 2013 andLeander &Boldt,2013). These principles entail rich textual environments where the culture produced by children and the culture produced for them, such as fairy tales and stories, rhymes and poetry, music, TV programmes and films, digital games and applications, come into dialogue.…”

Section: Towards a Pedagogy Of Dynamic Literacies In Early Childhood mentioning

confidence: 99%

Young Children’s Imaginative Play and Dynamic Literacy Practices in the Digital Age

Sintonen¹,

Kumpulainen²,

Vartiainen³

2018

Mobile Technologies in Children’s Language and Literacy

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This chapter discusses children's imaginative play and literacy practices as mediated by mobile digital technologies and media. In this chapter, drawing on sociocultural theory and the notion of dynamic literacies, we consider how digital technologies including mobile technologies interact and potentially expand children's imaginative play, leading to dynamic literacy practices and learning opportunities. Based on this understanding, we will propose some pedagogical principles that can be applied to play-based early childhood education in support of young children's creative thinking, storytelling and dynamic literacy practices, both indoors and outdoors.

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Section: Towards a Pedagogy Of Dynamic Literacies In Early Childhood mentioning

confidence: 99%

Young Children’s Imaginative Play and Dynamic Literacy Practices in the Digital Age

Sintonen¹,

Kumpulainen²,

Vartiainen³

2018

Mobile Technologies in Children’s Language and Literacy

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“…Readers often have to wrestle with new and challenging ideas in texts (Almasi, ). Readers do not always progress linearly toward predictable endpoints related to what a text means (Jacobs, ). The messiness of meaning making is often associated with the envisionments that readers construct and reconstruct during literary reading (Langer, ), but it can also characterize the cognitive flailing observed when expert disciplinary readers work to construct coherence across competing texts and ideas (Wineburg, ).…”

Section: You Might Be Engaged In Test Preparation When…: Naming the Pmentioning

confidence: 99%

The Dangers of Test Preparation: What Students Learn (and Don't Learn) About Reading Comprehension From Test‐Centric Literacy Instruction

Davis¹,

Vehabovic²

2017

The Reading Teacher

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The authors offer guidance on recognizing and resisting test‐centric instruction in reading comprehension. They posit that five practices indicate a test‐centric view of comprehension: when the tested content is privileged, when the test becomes the text, when annotation requirements replace strategic thinking, when test items frame how students think, and when item‐level data are overinterpreted. The authors express concern that test‐centric literacy instruction has started to replace research‐based instructional practices more and more. Using a sociocultural lens, the authors describe what young readers are likely to learn (and not learn) about reading comprehension when they are immersed in this form of instruction. The article provides talking points that teachers can use to bolster their efforts to resist test preparation pressures that they may experience in their schools.

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“…Capitalizing on multiliteracies requires a shifting mind‐set of schooling, one that incorporates play, imagination, the unpredictability of learning, and a fun learning environment (Jacobs, ). This study examines the use of gamification as a means to embody the multifaceted, multimodal, and social aspects of New Literacies.…”

Section: New Literacies: Multiple Multimodal and Multifacetedmentioning

confidence: 99%

Gamification

Kingsley¹,

Grabner-Hagen²

2015

J Adolescent & Adult Lit

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This article showcases the use of gamification as a means to turn an existing curriculum into a game‐based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st‐century skills. Gamifying content allows students to earn experience points, badges, and awards to “level up” through the curriculum by completing quests. We discuss the theoretical framework, New Literacies theory, which has informed our case study of one teacher's journey using gamification. We align our case study within two educational reforms and initiatives: the Common Core State Standards and Partnership for 21st Century Skills. Survey results and teacher interview data are provided.

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Reimagining Multiliteracies: A Response to Leander and Boldt

Cited by 28 publications

References 11 publications

Young Children’s Imaginative Play and Dynamic Literacy Practices in the Digital Age

Young Children’s Imaginative Play and Dynamic Literacy Practices in the Digital Age

The Dangers of Test Preparation: What Students Learn (and Don't Learn) About Reading Comprehension From Test‐Centric Literacy Instruction

Gamification

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