Literacy for digital futures : : mind, body, text / / Kathy A. Mills, Len Unsworth and Laura Scholes.

• VerfasserIn: Mills, Kathy, 1974-; Unsworth, Len,; Scholes, Laura,
• TeilnehmendeR: Unsworth, Len,; Scholes, Laura,
• Place / Publishing House: New York, New York ;, London : : Routledge,, [2023]; ©2023
• Year of Publication: 2023
• Language: English
• Physical Description: 1 online resource (274 pages)

"The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualized, embodied, multimodal, and digitally mediated. In today's wo...

Table of Contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• List of Figures
• List of Tables
• Foreword - Theo van Leeuwen
• Acknowledgements
• Abbreviations
• Chapter 1: Introduction: Beyond education for Industry 4.0: Next-generation literacies
• What are literacies, multimodality, and modes?
• Mind and materiality of reading in a digital age
• The body and senses in thought, language, and digital practice
• Texts and digital semiotics
• Implications for curriculum and pedagogy
• References
• Part I: Mind and materiality
• References
• Chapter 2: Mind and materiality of digital reading
• How digital reading is reconceptualising literacy
• New understandings of the mind and materiality for digital reading
• Shifts in processes of the mind
• Mental images
• Shifts in embodied experiences
• Multisensory stimulation
• Learning to read
• Virtual reality
• Critical issues for digital reading as a mode of making meaning
• Reading behaviours that impact on meaning making
• Implications for literacy curriculum and pedagogy
• Scaffolding digital reading in the early years
• Supporting deep reading to learn in the later years
• Recommendations for research of digital reading practices
• Acknowledgement
• References
• Chapter 3: Critically evaluating multiple sources for digital futures
• Why critical reading of online sources is important for digital futures
• Socio-scientific issues in the networked world
• Investigating socio-scientific issues
• New directions for critical literacy online: the epistemic turn
• Epistemic cognition
• Beliefs in action
• Implications for educational practice
• Critical issues in approaches to evaluation of socio-scientific issues
• Recommendations for research
• References
• Chapter 4: Why video gaming is an important digital literacy practice.
• Advances in video games and implications for epistemic thinking
• Epistemic video games
• Serious video games
• Action and multi-player video games
• Video games for advancing critical literacy in educational contexts
• Critical issues, tensions, and debates
• Recommendations for research
• Acknowledgement
• References
• Part II: Body and senses
• References
• Chapter 5: Embodiment, literacies, and digital media
• Marginalised senses in embodied media literacies: Hearing, smell, and taste
• Hearing: Sonic dimensions of language, literacy, and digital media
• Smell: Olfaction in digital media
• Taste: Gustation in digital media
• Materiality in literacies and digital media practices and embodied cognition
• Tensions for engaging the full sensorium in digital media composition
• Classroom implications of the sensory turn for literacies
• Future directions for researching embodiment in digital media practices
• References
• Chapter 6: Haptics and motion in literacy practices with digital media
• Why touch and motion matter to literacy practices with new digital media
• New opportunities for touch and motion in literacy practices with digital media
• Bodily basis of meaning making and early language learning
• Haptics in digital media practices
• Body motion, language learning, and digital media practices
• Tensions and challenges for touch and motion in literacy practices with digital media
• Implications for digital media practices involving touch and motion in the classroom
• Recommendations for researching touch and motion in new literacy practices
• References
• Chapter 7: Virtual, augmented, and mixed reality: New literate bodies
• New directions for VR, AR, and MR literacies
• Social factors: AR, VR, and MR
• The medium: AR, VR, and MR
• Tensions for VR, AR, and MR literacies technologies.
• Implications of VR, AR, and MR for literacy curriculum and pedagogy
• Recommendations for research of VR, AR, and MR literacy practices
• References
• Part III: Texts and digital semiotics
• References
• Chapter 8: Infographics and scientific literacy
• Introduction - infographics in 21st-century literacies
• Infographics in science learning and assessment
• Co-articulation of language and image in student-created infographic representations
• Mapping options for image-language integration and meaning aggregation in infographics
• Teaching-learning experiences to enhance infographic literacy development
• Recommendations for researching infographics literacy for digital futures
• Acknowledgement
• References
• Chapter 9: Advancing animated story composition through coding
• Refocussing programming as writing for integration in language arts curricula
• Re-balancing programming as writing and multimodal authoring
• Challenges in integrating coding animated narratives as multimodal authoring in ELA
• Implications for a pedagogy of coding animated narratives in ELA
• Re-configuring research in classroom integration of coding and literacy
• Acknowledgement
• References
• Chapter 10: Digital interactive literature
• Introduction
• Networking dimensions of interactivity and narrative function
• Imagic, bodily, and verbal interactivity
• Imagic interactivity
• Bodily interactivity
• Interactivity in virtual reality story apps
• Narrative functions of interactivity
• Cultural challenges: interfacing digital interactivity and literary engagement
• Implications for curriculum and pedagogy
• Recommendations for research
• References
• Chapter 11: Conclusion: Multimaterial literacies for digital futures
• Materiality of representation: emerging directions
• Mind and materiality of reading: emerging directions.
• Digital gaming futures and literacy practices
• Influence of AI and machine learning on textual practices: algorithm-driven media
• The future of text semiotics in multimaterial textual environments
• Implications for future curriculum and pedagogy
• Concluding thoughts: mind, body, and text
• References
• Author Index
• Subject Index.