New Media in the Classroom

Cathy Burnett is Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University where she leads the Language and Literacy in Education Research Group. Her research interests focus on relationships between technology, literacy and education. A previous editor of Literacy, she has published widely in the areas of literacy, technology and education, including the co-edited collections New Literacies around the Globe: policy and pedagogy (2014), Literacy, Media, Technology: past, present and future (2017) and The case of the iPad: Mobile literacies in education (2017).  She is President Elect of the United Kingdom Literacy Association.  Guy Merchant is Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University. He specialises in research into digital literacy and the inter-relations between children and young people, and new technologies of communication. He is widely published in international journals and is a founding editor of the Journal of Early Childhood Literacy. The ground-breaking Web 2.0 for Schools was co-authored with Julia Davies, and he has since co-edited a number of collections including Virtual Literacies (2013), New Literacies around the Globe (2014),  Literacy, media, technology: past, present, future  (2017) and The Case  of the iPad (2017). He is active in literacy education and professional work, including writing curriculum materials and professional publications.

Two established and innovative scholars partnered with classroom practitioners to generate new knowledge of how to support expansive meaning making for children in contemporary times—what’s not to love? The book’s pedagogical principles are essential and expertly explicated and illustrated. This book will be cherished by academics, students, and teachers.

• Chapter 1: The challenge of 21st century literaciesChapter 2: Acknowledge the changing nature of meaning makingChapter 3: Recognise and build on children’s linguistic, social and cultural repertoiresChapter 4: Acknowledge diverse modes and mediaChapter 5: Recognise the affective, embodied and material dimensions of meaning makingChapter 6: Encourage improvisation and experimentationChapter 7: Use playful pedagogiesChapter 8: Create opportunities to work with the provisionality of digital mediaChapter 9: Provide contexts that facilitate criticalityChapter 10: Promote collaboration around and through texts in negotiating meaningChapter 11: Making the future together