Digital Literacies

Mark Pegrum is an Associate Professor of Education at the University of Western Australia. Nicky Hockly is Co-Director, and Director of Pedagogy, at The Consultants-E, an online training and development consultancy specialising in the application of technology to the language classroom, and online teacher training. Gavin Dudeney is Co-Director, and Director of Technology, at The Consultants-E.

• ContentsPreface xiAcknowledgements xivI: From research to implications 1Diverse literacies for a superdiverse era 2The Framework of Digital Literacies 3.0 5Box I.1 What hardware, software & connectivity do we need? 6First focus: Communicating 11Print literacy 12Texting (& reconstructive) literacy 13Box I.2 What happened to our digital natives? 14Hypertext literacy 16Multimodal literacy 16Box I.3 Do social media belong in our classrooms? 18Immersive (and gaming/XR) literacy 20Spatial literacy 21Mobile literacy 22Box I.4 Does the digital divide still matter? 22Code (& technological/AI) literacy 25Second focus: Informing 27Tagging (and hashtag) literacy 27Search literacy 29Box I.5 Can we trust Wikipedia? 30Filtering literacy 31Information (and data) literacy 32Box I.6 How should we deal with fake news? 32Third focus: Collaborating 36Personal (and security) literacy 36Box I.7 How can we protect our students (and ourselves) online? 37Network literacy 39Box I.8 Why do our students need personal learning networks? 39Participatory literacy 41Box I.9 How much should we worry about censorship and surveillance? 42Intercultural literacy 45Ethical literacy 47Fourth focus: (Re)designing 48Attentional literacy 49Box I.10 Does multitasking work? 50Critical (and critical mobile/material/philosophical/academic) literacy 51Box I.11 What do digital technologies mean for people and the planet? 53Remix literacy 55Box I.12 How do we deal with copyright and plagiarism? 57Looking ahead 58Further reading 59II: From implications to application 60Box II.1 Will digital technologies improve our students’ learning? 60Box II.2 What if we have to teach language classes fully online? 62The TPACK framework for integrating technology use 64Box II.3 Who’s afraid of teaching with edtech? 65The SAMR model for improving technology use 67The T3 framework for extending technology use 68Design justice 70The Digital Activities Grid 72The Digital Tools Grid 84The Digital Risks Grid 8445 Activities 92Activity 1. Technology past & present 93Activity 2. Becoming digitally literate 97Activity 3. Writing the news 100Activity 4. Extreme weather 103Activity 5. Cryptic messages 110Activity 6. Sports linking 114Activity 7. Building links 119Activity 8. Food boards 121Activity 9. Copycat 124Activity 10. Envisioning the facts 128Activity 11. Sales techniques 131Activity 12. Showcasing hobbies 135Activity 13. Selling English 138Activity 14. Avatars 141Activity 15. Peeling back history 145Activity 16. Spaced out 149Activity 17. A picture a day 152Activity 18. Mobile rules 155Activity 19. This is us 159Activity 20. Living on the edge 163Activity 21. My digital assistant 166Activity 22. Travel clouds 170Activity 23. Hashtag activism 173Activity 24. Search race 176Activity 25. Search me 182Activity 26. News in my networks 187Activity 27. Digital social circles 191Activity 28. Tree octopus 195Activity 29. Fun facts 200Activity 30. Faking it 203Activity 31. Tracking personal wellness 208Activity 32. Footprints in the wires 213Activity 33. Setting the scene 215Activity 34. Going viral 219Activity 35. A class PLN 223Activity 36. Our city guide 226Activity 37. Pictorial vocab bank 230Activity 38. Questioning stereotypes 233Activity 39. Sign me up 237Activity 40. Turn off, tune out 242Activity 41. Ever mindful 245Activity 42. An ethical phone? 250Activity 43. Our digital planet 253Activity 44. Keep calm and carry on learning English 258Activity 45. Said no student ever 262Future learning 265III: From application to implementation 266Incorporating activities into the syllabus 266The coursebook-driven approach 269The topic-driven approach 271The digital literacies-driven approach 271Choosing activities for different levels and contexts 272Students’ linguistic competence 273Students’ technological competence 274Teachers’ technological competence 275Overall complexity 276Contexts 276Teaching in technology-limited environments 279Assessing digital work 280A digital assessment matrix 281Assessing through e-portfolios 282IV: From implementation to research 285Conducting and sharing action research and design-based research 285Building and maintaining personal learning networks 287Choosing platforms for personal learning networks 289Twitter 289Facebook 290Other social media 290Blogs 290Working across platforms 291Further reading 292References 293Activity keys 316