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Books on the topic 'Everyday digital literacy practices'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Rothoni, Anastasia. Teenagers’ Everyday Literacy Practices in English. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2.

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2

Michele, Knobel, and ebrary Inc, eds. New literacies: Everyday practices and social learning. 3rd ed. Maidenhead: Open University Press, 2011.

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3

Cartelli, Antonio. Current trends and future practices for digital literacy and competence. Hershey, PA: Information Science Reference, 2012.

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4

Freebody, Peter. Everyday literacy practices in and out of schools in low socio-economic urban communities. [Australia]: Centre for Literacy Education Research, 1995.

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5

Strüver, Anke, and Sybille Bauriedl, eds. Platformization of Urban Life. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839459645.

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The increasing platformization of urban life needs critical perspectives to examine changing everyday practices and power shifts brought about by the expansion of digital platforms mediating care-services, housing, and mobility. This book addresses new modes of producing urban spaces and societies. It brings both platform researchers and activists from various fields related to critical urban studies and labour activism into dialogue. The contributors engage with the socio-spatial and normative implications of platform-mediated urban everyday life and urban futures, going beyond a rigid techno-dystopian stance in order to include an understanding of platforms as sites of social creativity and exchange.

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6

Wilmott, Clancy. Mobile Mapping. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789462984530.

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This book argues for a theory of mobile mapping, a situated and spatial approach towards researching how everyday digital mobile media practices are bound up in global systems of knowledge and power. Drawing from literature in media studies and geography -- and the work of Michel Foucault and Doreen Massey -- it examines how geographical and historical material, social, and cultural conditions are embedded in the way in which contemporary (digital) cartographies are read, deployed, and engaged. This is explored through seventeen walking interviews in Hong Kong and Sydney, as potent discourses like cartographic reason continue to transform and weave through the world in ways that haunt mobile mapping and bring old conflicts into new media. In doing so, Mobile Mapping offers an interdisciplinary rethinking about how multiple translations of spatial knowledges between rational digital epistemologies and tacit ways of understanding space and experience might be conceptualized and researched.

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7

Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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8

Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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9

Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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10

Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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11

Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice. Intl Society for Technology in, 2007.

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12

Exploring Critical Digital Literacy Practices. Taylor & Francis Group, 2018.

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13

Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices. Taylor & Francis Group, 2018.

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14

Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices. Routledge, 2018. http://dx.doi.org/10.4324/9781315102672.

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15

Michele, Knobel, ed. Digital literacy: Concepts, policies, and practices. New York: Peter Lang, 2008.

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16

Ortlieb, Evan. Best Practices in Teaching Digital Literacies. Emerald Publishing Ltd, 2018.

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17

Semingson, Peggy, Evan Ortlieb, and Cheek Earl H. Jr. Best Practices in Teaching Digital Literacies. Emerald Publishing Limited, 2018.

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18

Semingson, Peggy, Evan Ortlieb, and Cheek Earl H. Jr. Best Practices in Teaching Digital Literacies. Emerald Publishing Limited, 2018.

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19

Farren, Margaret, and Yvonne Crotty. Digital Literacies in Education: Creative, Multimodal and Innovative Practices. Lang AG International Academic Publishers, Peter, 2013.

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20

Digital Literacies in Education: Creative, Multimodal and Innovative Practices. Lang AG International Academic Publishers, Peter, 2013.

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21

Rothoni, Anastasia. Teenagers' Everyday Literacy Practices in English: Beyond the Classroom. Springer International Publishing AG, 2021.

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22

Rothoni, Anastasia. Teenagers' Everyday Literacy Practices in English: Beyond the Classroom. Springer International Publishing AG, 2020.

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23

óes, Isabel. Young Children's Play Practices with Digital Tablets: Playful Literacy. Emerald Publishing Limited, 2019.

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24

Christian, Sue Ellen. Everyday Media Literacy: An Analog Guide for Your Digital Life. Taylor & Francis Group, 2019.

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25

Everyday Media Literacy: An Analog Guide for Your Digital Life. Taylor & Francis Group, 2019.

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26

Christian, Sue Ellen. Everyday Media Literacy: An Analog Guide for Your Digital Life. Taylor & Francis Group, 2019.

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27

Everyday Media Literacy: An Analog Guide for Your Digital Life. Taylor & Francis Group, 2019.

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28

Mitchell, Jessica S., and Erin N. Vaughn. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. IGI Global, 2019.

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29

Mitchell, Jessica S., and Erin N. Vaughn. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. IGI Global, 2019.

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30

Mitchell, Jessica S., and Erin N. Vaughn. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. IGI Global, 2019.

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31

Mitchell, Jessica S., and Erin N. Vaughn. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. IGI Global, 2019.

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32

Mitchell, Jessica S., and Erin N. Vaughn. Participatory Literacy Practices for P-12 Classrooms in the Digital Age. IGI Global, 2019.

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33

Cruz, Edgar Gómez, and Asko Lehmuskallio. Digital Photography and Everyday Life: Empirical Studies on Material Visual Practices. Taylor & Francis Group, 2016.

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34

Cruz, Edgar Gómez, and Asko Lehmuskallio. Digital Photography and Everyday Life: Empirical Studies on Material Visual Practices. Taylor & Francis Group, 2016.

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35

Cruz, Edgar Gómez, and Asko Lehmuskallio. Digital Photography and Everyday Life: Empirical Studies on Material Visual Practices. Taylor & Francis Group, 2016.

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36

Fu, Jun. Digital Citizenship in China: Everyday Online Practices of Chinese Young People. Springer Singapore Pte. Limited, 2021.

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37

Fu, Jun. Digital Citizenship in China: Everyday Online Practices of Chinese Young People. Springer, 2022.

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38

Cruz, Edgar Gómez, and Asko Lehmuskallio. Digital Photography and Everyday Life: Empirical Studies on Material Visual Practices. Taylor & Francis Group, 2016.

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39

Digital Photography and Everyday Life: Empirical Studies on Material Visual Practices. Taylor & Francis Group, 2016.

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40

Cannon, Michelle. Digital Media in Education: Teaching, Learning and Literacy Practices with Young Learners. Palgrave Macmillan, 2018.

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41

Cannon, Michelle. Digital Media in Education: Teaching, Learning and Literacy Practices with Young Learners. Palgrave Macmillan, 2018.

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42

Gebre, Alemayehu Hailu, ed. Everyday literacies in Africa: Enthnographic studies of literacy and numeracy practices in ethiopia. Kampala: Fountain Publishers, 2009.

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43

Gebre, Alemayehu Hailu, ed. Everyday literacies in Africa: Enthnographic studies of literacy and numeracy practices in ethiopia. Kampala: Fountain Publishers, 2009.

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44

Bickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.

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Schooling New Media is an ethnography of children’s music and media consumption practices at a small elementary and middle school in Vermont. It examines how transformations in music technologies influence the way children, their peers, and adults relate to one another in school. Focusing especially on digital music devices—MP3 players—it reveals the key role of intimate, face-to-face relationships in structuring children’s uses of music technologies. It explores how headphones mediate face-to-face peer relationships, as children share earbuds and listen to music with friends while participating in their peer groups’ dense overlap of talk, touch, and gesture. It argues that kids treat MP3 players less like “technology” and more like “toys,” domesticating them within traditional childhood material cultures already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close. Kids use digital music devices to expand their repertoires of communicative practices—like passing notes or whispering—that allow them to maintain intimate connections with friends beyond the reach of adults. Kids position the connections afforded by digital music listening as a direct challenge to the overarching language and literacy goals of classroom education. Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance. And it is uniquely interdisciplinary, bringing together approaches from music education, ethnomusicology, technology studies, literacy studies, and linguistic anthropology to make integrative arguments about the relationship between consumer technologies, childhood identities, and educational institutions.

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45

Bridging Technology and Literacy: Developing Digital Reading and Writing Practices in Grades K-6. Rowman & Littlefield Publishers, Incorporated, 2015.

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46

Colwell, Jamie, and Amy Hutchison. Using Digital Tools to Support Literacy Instruction and Enhance Reading and Writing Practices in Grades K-5. Rowman & Littlefield Publishers, Incorporated, 2015.

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47

From Pencils to Podcasts: Digital Tools for Transforming K-6 Literacy Practices- a Teacher's Guide for Embedding Technology into Curriculum. Solution Tree, 2016.

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48

Small, Ruth V. Designing Digital Literacy Programs With Im-Pact: Information Motivation, Purpose, Audience, Content, and Technique (Best Practices for School Library Media Professionals). Neal-Schuman Publishers, 2004.

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49

Mendes, Kaitlynn, Jessica Ringrose, and Jessalynn Keller. Digital Feminist Activism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190697846.001.0001.

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In recent years, feminists have turned to digital technologies and social media platforms to dialogue, network, and organize against contemporary sexism, misogyny, and rape culture. The emergence of feminist campaigns such as #MeToo, #BeenRapedNeverReported, and Everyday Sexism are part of a growing trend of digital resistances and challenges to sexism, patriarchy, and other forms of oppression. Although recent scholarship has documented the ways digital spaces are often highly creative sites where the public can learn about and intervene in rape culture, little research has explored girls’ and women’s experiences of using digital platforms to challenge misogynistic practices. This is therefore the first book-length study to interrogate how girls and women negotiate rape culture through digital platforms, including blogs, Twitter, Facebook, Tumblr, and mobile apps. Through an analysis of high-profile campaigns such as Hollaback!, Everyday Sexism, and the everyday activism of Twitter feminists, this book presents findings of over 800 pieces of digital content, and semi-structured interviews with 82 girls, women, and some men around the world, including organizers of various feminist campaigns and those who have contributed to them. As our study shows, digital feminist activism is far more complex and nuanced than one might initially expect, and a variety of digital platforms are used in a multitude of ways, for many purposes. Furthermore, although it may be technologically easy for many groups to engage in digital feminist activism, there remain emotional, mental, or practical barriers that create different experiences, and legitimate some feminist voices, perspectives, and experiences over others.

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50

Halegoua, Germaine. The Digital City. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479839216.001.0001.

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The Digital City focuses on the interface of people, urban place, and the role that digital media play in placemaking endeavors. Critics have understood digital media as forces that alienate and disembed users from space and place. This book argues that the exact opposite processes are observable: many different actors are consciously and habitually using digital technologies to re-embed themselves within urban space. Five case studies from cities around the world illustrate the concept of “re-placeing” by showing how different populations employ urban broadband networks, social and locative media platforms, digital navigation technologies, smart cities, and creative placemaking initiatives to reproduce abstract urban spaces as inhabited places with deep meanings and emotional attachments. Through clear and accessible language and timely narratives of everyday urban life, the author argues that a sense of place is integral to understanding contemporary relationships with digital media while highlighting our own awareness of the places where we find ourselves and where our technologies find and place us. Through ethnographic and discourse analysis of everyday digital media practices and technologies, this book expands practical and theoretical understandings of the ways urban planners envision and plan connected cities, the role of urban communities in shaping and interpreting digital architectures, and the tales of the city produced through mobile and web-based platforms. Digital connectivity is reshaping the city and the ways we navigate through it and belong within it. How this happens and the types of places we produce within these networked environments are what this book addresses.

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