Digital literacies : research and resources in language teaching

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides:

A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online

This book is ideal for English language teachers and learners of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

Author Notes

Gavin Dudeney is Director of Technology at The Consultants-E. With over 23 years of EFL teaching and training experience, he is the author of The Internet and the Language Classroom (2000, 2007) and the co-author of How to Teach English with Technology (2007) and Learning English as a Foreign Language for Dummies (2009).
Nicky Hockly is Director of Pedagogy at The Consultants-E. With over 25 years of EFL teaching and training experience, she is the author of Webinars: A Cookbook for Educators (2012) and the co-author of How to Teach English with Technology (2007), Learning English as a Foreign Language for Dummies (2009) and Teaching Online (2010).
Mark Pegrum is an associate professor in the Faculty of Education at The University of Western Australia. He teaches in Perth, Hong Kong and Singapore in the areas of e-learning and mobile learning. He is the author of From Blogs to Bombs: The Future of Digital Technologies in Education (2009) and the co-editor of Brave New Classrooms: Democratic Education and the Internet (2007).

Preface	p. viii
Acknowledgements	p. x
1 From research to implications	p. 1
A framework of digital literacies	p. 2
Box 1.1 What hardware and software do I need?	p. 4
First focus: Language	p. 7
Box 1.2 Ami teaching digital natives?	p. 10
Box 1.3 Does Facebook belong in my classroom?	p. 12
Box 1.4 Does the digital divide still matter?	p. 15
Second focus: Information	p. 18
Box 1.5 What are the alternatives to Google?	p. 21
Box 1.6 Can we trust Wikipedia?	p. 21
Box 1.7 Is there too much or too little information?	p. 23
Box 1.8 Does multitasking work?	p. 26
Third focus: Connections	p. 26
Box 1.9 How can we promote digital safety and privacy?	p. 27
Box 1.10 When, where and why should my students build PLNs (and PLEs)?	p. 30
Box 1.11 Do I need to worry about censorship and surveillance?	p. 32
Fourth focus: (Re-)design	p. 36
Box 1.12 How do I deal with copyright and plagiarism?	p. 38
Looking ahead	p. 40
Box 1.13 What do new technologies mean for people and the planet?	p. 40
2 From implications to application	p. 42
Box 2.1 Wilt new technologies improve my students' learning?	p. 42
The TPACK framework for integrating technology use	p. 43
Box 2.2 Should I be worried about teaching with new technologies?	p. 45
The SAMR model for evaluating technology use	p. 46
The digital activities grid	p. 48
Activity 1 Technology past and present	p. 66
Activity 2 Being digitally literate	p. 72
Activity 3 Writing the news	p. 75
Activity 4 Extreme weather	p. 79
Activity 5 Cryptic messages	p. 86
Activity 6 Codeswitching	p. 90
Activity 7 Sports linking	p. 96
Activity 8 Building links	p. 102
Activity 9 Food boards	p. 105
Activity 10 Copycat	p. 109
Activity 11 Envisioning the facts	p. 115
Activity 12 Sales techniques	p. 120
Activity 13 Showcasing hobbies	p. 124
Activity 14 Selling English	p. 128
Activity 15 Transmedia stories	p. 132
Activity 16 Avatars	p. 136
Activity 17 Choose your own adventure	p. 142
Activity 18 History hunt	p. 147
Activity 19 A picture a day	p. 154
Activity 20 Mobile rules	p. 158
Activity 21 HTML basics	p. 162
Activity 22 HTML advanced	p. 169
Activity 23 Travel clouds	p. 176
Activity 24 Travel tags	p. 181
Activity 25 Search race	p. 185
Activity 26 Search me	p. 193
Activity 27 Tree octopus	p. 198
Activity 28 Fun facts	p. 204
Activity 29 News in my networks	p. 207
Activity 30 Connecting people	p. 213
Activity 31 My digital life	p. 217
Activity 32 Turn off, tune out	p. 222
Activity 33 Faking it	p. 227
Activity 34 Online me	p. 233
Activity 35 Personal blogging	p. 239
Activity 36 Setting the scene	p. 246
Activity 37 Footprints in the wires	p. 252
Activity 38 Going viral	p. 257
Activity 39 A class PLN	p. 263
Activity 40 Our city guide	p. 266
Activity 41 Our city on Wikipedia	p. 271
Activity 42 Flickr vocabulary book	p. 276
Activity 43 A good cause	p. 280
Activity 44 Vox pop	p. 284
Activity 45 Global dancing	p. 289
Activity 46 Travel tips	p. 292
Activity 47 LOLcats	p. 297
Activity 48 Texting Hillary	p. 304
Activity 49 I'mma let you finish	p. 308
Activity 50 Movie mashup	p. 312
Future learning	p. 316
3 From application to implementation	p. 317
Incorporating activities into the syllabus and timetable	p. 317
Choosing activities for different levels and contexts	p. 327
Generating further activities	p. 336
Building new learning spaces	p. 337
Teaching in technology-limited environments	p. 340
Assessing digital work	p. 342
4 From implementation to research	p. 348
Conducting and sharing action research	p. 348
Building and maintaining PLNs	p. 350
Keeping a blog	p. 351
Tweeting and Facebooking	p. 353
Working with aggregators	p. 354
Working across platforms	p. 355
Appendix: Answer keys	p. 357
References	p. 367

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Table of Contents