Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21 st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people -the students -generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.
This paper contextualizes contemporary urban teachers' online dissent in public discussions of education reform in
Five teacher educators discuss children's literature addressing Earth's changing climate. They present tools for evaluating the quality of resources likely to help teachers and students stimulate conceptual and emotional development rather than anxiety or oversimplification. An annotated selection of current books along with a checklist to evaluate children's literature oriented toward issues of climate change is presented to help teachers choose appropriate literature for facilitating students’ development of scientifically, socially, and ecologically responsible thinking and decision‐making.
The purpose of this integrative review of theory and research is to assess the economic impact of digital media in ways that are unreached by instrumental means of measuring economic activity. Specifically, we use three overarching arguments identified from a review of the literature that broadly defines the economic force of digital media content in contemporary society. We contextualize those arguments in terms of current issues in the field and gaps in the research base before concluding with a discussion of the implications of what we learned for education, civic engagement, social practice, and policy.
This forum response adds a conceptualization of harmony to Dopico and Vázquez' investigation of pedagogy that combines citizen science, environmental and cross-cultural research, and service-learning. Placing many appropriate and significant aspects of culturally situated science education in an authentically relational context beyond the classroom, this paper calls attention to insightful contributions and new directions for research, such as the process of inducing or eluding nihilism regarding ecological issues. How can such a question be researched effectively in order to learn about the family of pedagogies emerging in response to the need for more ecologically conscious and relationally authentic teaching across many disciplines? In this paper, I use a Vygotskian framework and an abbreviated case study of agricultural service-learning from my research, drawing attention to the importance of students' culturally-mediated construction of setting as they interact in older and newer ways.Keywords Service-learning Á Construction of setting Á Cultural and ecological education Á Sociocultural theory Á Ecojustice Spanish Executive Summary for ''Products and Processes of Agri-Scientific''Esta respuesta al foro agrega una conceptualización de la armonía a la investigación pedagógica de Dopico y Vázquez, que combina la ciencia ciudadana, la investigación ambiental e intercultural, y el aprendizaje en el servicio (''service-learning''). Al ubicar una mayor cantidad de temas pertinentes y significativos de la educación científica culturalmente situada dentro de un contexto auténticamente interactivo y relacional que trascienden el ámbito áulico; su trabajo atrae la atención hacia contribuciones perspicaces y nuevas directrices para la investigación, tales como el proceso de inducir o eludir el
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