Year: 2011
Type: article
Abstract: Reading and writing are being transformed by global changes in communication practices using new media technologies. This article introduces iPed, a research‐based pedagogy that enables teachers to navigate innovative digital text production in the literacy classroom. The pedagogy was generated in the context of a longitudinal digital literacy intervention in a school that services low‐socioeconomic and ethnically diverse students. The iPed pedagogy synthesizes four key pedagogies that were salient in the analysis of over 180 hours of lesson observations: link, challenge, cocreate, and share. The strengths of iPed include connecting to students' home cultures, critical media literacy, collaborative and creative digital text production, and gaining cosmopolitan recognition within global communities.
Source: The Reading Teacher
DOI: 10.1598/rt.65.1.11
Authors: Kathy Ann Mills, Amanda Levido
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1551889201