‘This an exciting publication that offers authentic approaches for educators to meet challenges of the literacy that students need in our evolving digital landscape.’ Maureen Walsh, Adjunct Professor, Australian Catholic University and Honorary Professor, The University of Sydney ‘In this significant new text, Cathy Burnett and Guy Merchant foreground the affective, embodied and emergent nature of making meaning with new media.’ Teresa Cremin, The Open University The rise of new media technologies has changed the ways in which children engage with texts and this has implications for literacy provision in schools. Drawing on research exploring new media practices within and outside school, this book explains and encourages classroom activity that makes purposeful and appropriate use of these literacies and is underpinned by a set of guiding principles for teaching literacy in contemporary times. Key topics include:  • Building on children’s experiences in and out of school  • Supporting children to draw on multiple modes and media to develop and convey meaning  • Developing a responsive approach to literacy provision  • Investigating ways of encouraging collaboration through and around digital media  • Encouraging children to use digital media safely and advantageously This is essential reading for primary English or elementary language arts modules on initial teacher education courses including university-based and schools-based routes into teaching and also for current teachers wishing to enhance their own literacy teaching. Cathy Burnett is Professor of Literacy and Education at Sheffield Hallam University. Guy Merchant is Professor of Literacy in Education at Sheffield Hallam University.

Making the Future Together

Making the Future Together

This chapter will:

  • argue that addressing 21st century literacies in primary education requires a flexibility and creativity that can best be generated when educators are given opportunities to work collaboratively in risk-free environments
  • explore how the worldwide Maker Movement (Hatch, 2014) may provide inspiration for such collaborative work, and reflect on our own experiences of working with teachers in 21st Century Literacies Maker Circles
  • consider how the nine principles for digital media outlined in our Charter might usefully underpin teachers’ collaborative work in promoting 21st century literacies
  • argue for drawing on qualitative research in informing practice in this ever-changing area.
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