The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Literacy Learning and Assessment for the Digital Age
Abstract
Multiple forms of media or multimodal media (MMM) available to communicate have expanded the definition of literacy beyond “alphabetical communication” and assessment (Kalantzis, & Cope, 2012; Kress, 2003; Kress, & Leeuwen, 2006). Reading and writing as traditional forms of literacy now encompass digital media. These technologies afford opportunities for the design of communication that incorporates the senses of sight, sound, and movement as part of the message. Newly possible modes of communication require of creators the ability to craft and manipulate these multiple modes of media, and require that interpreters formerly thought of as readers, develop the ability to understand these modes of meaning making as contemporary literacy pedagogy. Reconceptualizing both the interpretation of multiple modes of media and learning how to craft interdisciplinary MMM to address the requirements of the Common Core State Standards and college and career readiness is the new frontier in literacy learning in this first digital age.
Related Content
|
Yair Wiseman.
© 2021.
11 pages.
|
|
Mário Pereira Véstias.
© 2021.
15 pages.
|
|
Mahfuzulhoq Chowdhury, Martin Maier.
© 2021.
15 pages.
|
|
Gen'ichi Yasuda.
© 2021.
12 pages.
|
|
Alba J. Jerónimo, María P. Barrera, Manuel F. Caro, Adán A. Gómez.
© 2021.
19 pages.
|
|
Gregor Donaj, Mirjam Sepesy Maučec.
© 2021.
14 pages.
|
|
Udit Singhania, B. K. Tripathy.
© 2021.
11 pages.
|
|
|