Reimagining Literacies in the Digital Age: Multimodal Strategies to Teach with Technology - (Principles in Practice) (Paperback)

Book Synopsis

A reflective and practical guide for secondary school teachers on using innovative technologies in the classroom to support multimodal literacy development.

Living in a multimodal, multimedia, and multi-sensory world can be overwhelming. To prepare students to produce and consume the multimodal texts made possible through modern technologies, Schmidt and Kruger-Ross advocate for a slower and more deliberate approach to thinking and planning for teaching literacies. They showcase how technologies can expand, enhance, and inspire the consuming and producing powers of secondary students by examining visual and aural literacies before multimodal literacies.

Embedded throughout the book are the voices and materials of real practicing and preservice teachers, via QR codes. Teachers of all experience levels will find new ideas to challenge, extend, and enhance their literacy practice.

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About the Author

Pauline Schmidt, PhD, is a professor of English education in the Department of Secondary Education at West Chester University of Pennsylvania. She is also the director of the West Chester Writing Project. Her teaching and research interests include the infusion of the arts in English education, diversifying the canon of literature for children and young adults, and the impact of new literacies on curriculum and teacher preparation.

Matthew Kruger-Ross, PhD, is an associate professor in the Department of Educational Leadership and Higher Education Administration at West Chester University of Pennsylvania. He teaches graduate courses on educational technology, curriculum, and research methodologies. Matthew's research interests include the philosophy of education and technology and its impact on educational practice, curriculum theory as it relates to teaching and being a teacher, and the intersection of philosophy of education and the hermeneutic phenomenology of Martin Heidegger.