Teaching Secondary School Literacies with ICT

Erscheinungsjahr 2004
ISBN: 978-0-335-22651-1
Verlag: Open University Press

Buch, Englisch

There is an immensely important conjunction between literacy and Information

and Communications Technology (ICT). This book considers the application of

ICT in raising and widening literacy achievements within the classroom, and

explores ways that ICT can be harnessed to help students develop their literacy

skills. Teaching Secondary School Literacies with ICT supports educators in this aim

by offering creative examples of good practice. It provides commentary and

research into what adolescent students are doing, both in formal education

and socially, with regard to ICT and literacy, including:

- Computer mediated communication

- Literacy implications of computer games and chatrooms

- Parents and children using the internet at home, and the implicit literacy skills

involved

Several contributors provide useful insights into the debate around teenage

literacy cultures and literacy in schools. For example, in schools, word processing

and keyboard skills are valued; yet thumb-controlled technologies (games con-

soles, texting) are denigrated. This book argues that if we are to encourage pupils

to develop the literacy skills they need for the 21st century, we need a more

positive and creative response to these popular forms of literacy.

This inspiring book is key reading for trainee and practising teachers, literacy

advisers and policy makers.

Moira Monteith is an educational consultant. She was previously a principal

lecturer in ICT in Education at Sheffield Hallam University, and before that

a teacher. Her previous publications include ICT in the Primary School

(Open University Press, 2002).

Autoren/Hrsg.

Monteith, Moira

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Grammatik, Syntax, Morphologie

Inhaltsverzeichnis

Introduction

Moira Monteith

1 The position of literacy within the Secondary curriculum

Moira Monteith and Sarah Monteith

2 Are you sun literate? literacy, ICT and education policy in the UK Literacy – who defines?

Sue Brindley

3 What are the essential literacy skills that our students need in an ICT age?

Geoff Barton

4 Case studies of literacy using ICT in secondary schools

Alison Tyldesley and Chris Turner

5 Using computers to assist in developing key literacy skills

Aisha Walker and Rachel Pilkington

6 ICT and the literacy practices of student writing

Charles Crook and Roy Dymott

7 My son's never opened a book, but I can't get him off the computer: Teenage discourse and computer games

Noel Williams

8 WHAT’S YOUR A/S/L? electronic communication and synchronous chat

Guy Merchant

9 Introduction to Chapter 9. Is open censorship a required teaching and learning strategy?

Moira Monteith

9 Literacy beyond the classroom: young people and internet use

Kwok-Wing Lai

Index.

Über Autor(innen)

Geoff Barton began teaching English at Garforth Comprehensive School, Leeds, in September 1985. He is currently Headteacher at King Edward VI School in Suffolk. In 1986 he was asked to write a textbook about language skills and since then he has written around 40 English text books. He also writes and lectures on literacy, behaviour management and school leadership.

Sue Brindley is currently a lecturer in Education at the University of

Cambridge where she is course manager for the secondary PGCE and leads

the English PGCE. She also co-ordinates the MEd module on Researching

Practice: Early Career Teachers. She is general editor of the forthcoming Open University Press series on teaching and ICT and co-author of the volume on secondary English teaching with ICT Before this post, she was Professional Officer for English at QCA, and wrote the Open University Secondary English PGCE.

Charles Crook is Reader in Education at the University of Nottingham where he is attached to the Learning Sciences Research Institute. His research takes a cultural psychological perspective on young people's use of new technology.

Roy Dymott was a graduate student at Loughborough University and now works in industry.

Kwok-Wing Lai is an Associate Professor and Head of the Faculty of Education, University of Otago. He has a keen interest in studying and researching into the use of computer-mediated communication in the school curriculum, teacher development, as well as the social and ethical aspects of ICT use in education. He is the founding editor of Computers in New Zealand Schools.

Guy Merchant after teaching for many years now co-ordinates the work of the Language and Literacy Research Group in the School of Education at Sheffield Hallam University. He has published widely in the area of curriculum English and is particularly

interested in the impact of new technology on the ways in which we define

and use literacy. He is currently researching the use of onscreen writing in the early years.

Moira Monteith is currently an educational consultant and was previously principal lecturer in ICT in education at Sheffield Hallam University and before that an English teacher. She has written and edited a number of books concerned with the use of ICT and with writing. Recent research includes student use of a ‘virtual campus’ at Sheffield Hallam University and student web-based study.

Sarah Monteith received a BA hons in English Literature from Lancaster University, and a PGCE in middle years education from Edge Hill University College. She is currently teaching English to years seven to eleven at Lathom High School, a mixed comprehensive in Skelmersdale, Lancashire. She has taught the literacy summer school at Lathom and is the ICT co-ordinator for the English department there.

Rachel Pilkington (C.Psychol., ILTM) is a Senior Lecturer in ICT and manages the e-learning team at the School of Education, University of Birmingham. Rachel received a B.Sc. in Psychology from York University in 1984 and a Ph.D. in Education from the Computer Based Learning Unit, University of Leeds in 1988. She has researched dialogue in a variety of computer based and networked learning contexts from developing literacy in disadvantaged school children to tutoring diagnostic skills in medicine and developing communities of practice in Education.

Christopher Turner lectures at Manchester Metropolitan University's Institute of Education, mainly as a member of the Secondary English Team. Before joining the University, he was a Head of English in a Stockport comprehensive school. He has research interests in and has written about ICT and English, and Literary Theory and Reading.

Alison Tyldesley lectures at the Institute of Education, Manchester Metropolitan University. Previously she was a Literacy Consultant for Derbyshire LEA and before that a classroom teacher.

Aisha Walker has a degree in Linguistics