Small ways in which a TL could alter their pedagogy and practice to ensure technology and digital literature are embedded into core aspects of learning
- Viewing digital literacy both as a resource and as an avenue for student production.
- Embedding a mixture of narratological, stylistic, semiotic, and ludological methods towards digital literacy (Allan, 2017, p. 25).
- Being a catalyst for connecting staff to digital literacies and tools, building their skills, and investigating/researching new technologies and literacies to enrichen the Australian curriculum (Allan, 2017, p. 26; Clark, 2019, p.p. 2-3, p. 5).
- Facilitating whole school environments centred on the value and necessity of student work, and the digital tools and literacies that can continue to help students connect within the changing contexts of a 21st century world (Clark, 2019, p. 13).
- Integrating technology into the story telling process, to strengthen reading, writing, and critical thinking skills (Fuhler, 2010, p. 148).
- Explicitly and implicitly teaching digital navigation and digital language (Robledo, 2019, p. 112 & Saum-Pascual, 2017, paragraph 47).
- Teaching and encouraging students to work digitally through linking, challenging, co-creating, and sharing within learning communities (Mills & Levido, 2011, p. 81).
- Understanding the needs of ALL students, their cultural- and socio-economic context and how this may impact on their digital literacy skills (Fuhler, 2010, p.p. 145-147).
- Connecting with other TL’s and digital literacy communities online, to strengthen my own skills and learn of new tools and technologies.
- Development of critical analysis when searching for digital literacies and tools – quality over quantity.
References:
Allan, C. (2017). Digital fiction: ‘Unruly object’ or literary artefact? English in Australia, 52(2), 21-27. https://search-informit-org.ezproxy.csu.edu.au/doi/10.3316/INFORMIT.904312437834156
Clark, M. D. (2019). Toward disruptive creation in digital literature instruction. Journal of Creative Writing Studies, 4(1), 1-14. https://scholarworks.rit.edu/jcws/vol4/iss1/3/
Fuhler, C. J. (2010). Using primary-source documents and digital storytelling as a catalyst for writing historical fiction in the fourth grade (Ch. 11). In B. Moss, & D. Lapp (Eds.), Teaching new literacies in grades 4-6: Resources for 21st-century classrooms (pp. 136-150). Guilford Press.
Mills, K. A., & Levido, A. (2011). iPed: pedagogy for digital text production. The Reading Teacher, 65(1), 80-91. https://doi.org/10.1598/RT.65.1.11
Robledo, Y. d. G. (2019). Analysing e-lit as a work of literature: Is it possible? Journal of Comparative Literature and Aesthetics, 42(4), 109-115). https://ezproxy.csu.edu.au/login?url=https://www-proquest-com.ezproxy.csu.edu.au/scholarly-journals/analysing-e-lit-as-work-literature-is-possible/docview/2391977856/se-2?accountid=10344
Saum-Pascual, A. (2017). Teaching electronic literature as digital humanities: A proposal. Digital Humanities Quarterly, 11(3). http://www.digitalhumanities.org/dhq/vol/11/3/000314/000314.html