Literacies in the Platform Society
Routledge (Verlag)
978-1-032-51078-1 (ISBN)
As digital platforms become increasingly common and even the norm for literacy learning environments, established frameworks, pedagogies, and theories do not always translate neatly to these new contexts. This edited volume explores the complex relationship between digital platforms and literacies, understanding that they have become an unavoidable part of the literacy and education ecosystem. The chapters address a range of contexts and considerations around the social, technical, and economic complexities of platform technologies and how they have remade literacy teaching and learning. Insightful and innovative, this is key reading for literacy scholars, researchers, and graduate students.
T. Philip Nichols is Associate Professor of English Education at Baylor University. Antero Garcia is Associate Professor in the Graduate School of Education at Stanford University.
Introduction: Literacies in the Platform Society Part I: Histories 1. New Towers of Babel: A Conceptual Argument for Digital Platforms as Unstable Linguistic Constructs 2. Literacy as a Framework for Computing Education: Affordances, Constraints, and New Directions 3. Waiting on the Platform: The Journey to and from Manuscript Central 4. Racialized Labor and Digital Sites of Struggle on Asian American College YouTube 5. Rethinking Affordances and Constraints in the Platform Era Part II: Pedagogies 6. Teachers’ Use of Technological Applications and Platforms: Classroom Management, Data Literacy, and Unexpected Labor 7. Human and Non-human Agency in Elementary Literacy Classrooms: Examining ClassDojo as Part of Pedagogical Practice 8. Platforms as Texts: Restorying Platforms as Collective Resistance 9. Proceduralized Ideologies in Teacher Education: An Analysis of Student Teaching Simulation Software 10. Transforming Pedagogies Across Digital Platforms: Playgrid Ecologies as Sites of Emergent Identities and Literacies for Pre-service Teachers Part III: Possibilities 11. As We May Mark 12. Reimagining Digital Social Platforms and Youth Agency in Schools: Youth Participatory Design Research as an Agentic Curricular Approach 13. Between Structure and Collective Care: A Humanizing Approach to Resource Curation 14. Toward a Critical Race Algorithmic Literacy: Preparing Black Youth to “Talk Back” to Algorithmic Bias and Platformed Racism Afterword: Some Theoretical and Methodological Notes on Platform Literacies
| Erscheinungsdatum | 17.05.2025 |
|---|---|
| Reihe/Serie | Expanding Literacies in Education |
| Zusatzinfo | 4 Tables, black and white; 13 Line drawings, black and white; 23 Halftones, black and white; 36 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 580 g |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 1-032-51078-1 / 1032510781 |
| ISBN-13 | 978-1-032-51078-1 / 9781032510781 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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