rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Everyday Youth Literacies
    sub title: Critical Perspectives for New Times
  name:
    name part: Sanford, Kathy.
    role:
      role term: editor.
  name:
    name part: Rogers, Theresa.
    role:
      role term: editor.
  name:
    name part: Kendrick, Maureen.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: si
    date issued: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XI, 199 p. 12 illus. online resource.
  abstract: Testifying to the maturity of the youth literacy education field, this collection of papers displays the increasing sophistication of research on the subject, and at the same time offers pointers to its potential for development in the next decade. The contributors track the rapid proliferation of youth literacies in today’s digital age, from video games to social media and film production. Drawing on detailed research and an intimate knowledge of youth communities in nations as diverse as Canada and Uganda, they provide notable examples of digital literacies in situ, and challenge conventional wisdom about literacy education. The chapters do more, however, than merely offer reportage of a crisis in literacy education. The authors embrace the core challenge faced by educators everywhere: how to incorporate and utilize new modes of literacy in education, and how to realize the potential benefits of heterogeneous modern media in youth literacy education, especially in marginalized, remote, and disadvantaged communities. This volume expands our view of digital communications technologies and digital literacies to include complex understandings of how media such as translated videos can serve as learning tools for youths whose access to literacy education is limited. In particular, a number of contributing scholars provide important new information about the praxis of teachers and the literacies adopted by young people in Africa, a continent largely neglected by literacy researchers. This book’s global perspective, and its ground-level viewpoint of youth literacy practices in a variety of locations, problematizes normative assumptions about researching literacy as well as about literacy itself.
  table of contents: Foreword by John Willinsky -- 1 An Introduction to Everyday Youth Literacies: Critical Perspectives in New Time: Kathy Sanford, Theresa Rogers, and Maureen Kendrick -- 2 Narrative Interpretation: Tacit and Explicit, Analogue and Digital: Margaret Mackey -- 3 Videogame Literacies: Purposeful Civic Engagement for 21st Century Youth Learning -- Kathy Sanford and Sarah Bonsor Kurki -- 4 Public Pedagogies of Street-entrenched Youth: New Literacies, Identity and Social Critique: Theresa Rogers, Sara Schroeter, Amanda Wager, and Chelsey Hague -- 5 “My film will change the world…or something”: Youth Media Production as “Social Text”: Lori McIntosh -- 6 Digital media and the knowledge-producing practices of young people in the age of AIDS: Claudia Mitchell -- 7 Youth Literacies in Kenya and Canada: Lessons Learned from a Global Learning Network Project: Maureen Kendrick, Margaret Early, and Walter Chemjor -- 8 eGranary and digital identities of Ugandan youth: Bonny Norton -- 9 What counts as the social in a social practices approach to the study of children’s engagement with electronic media, language and literacy in a context of social diversity?: Mastin Prinsloo and Polo Lemphane.- 10 Shack Video Halls in Uganda as Youth Community/Literacy Learning and Cultural Interaction Sites: George Openjuru and Stella Achen -- 11 Making School Relevant: Adding New Literacies to the Policy Agenda : Cheryl McLean, Jennifer Rowsell & Diane Lapp -- 12 From ‘Othering’ to Incorporation: the dilemmas of crossing informal and formal learning boundaries: Julian Sefton-Green -- 13 Epilogue: Victoria Carrington.
  note: edited by Kathy Sanford, Theresa Rogers, Maureen Kendrick.
  subject:
    topic: Education
  subject:
    topic: Education
    topic: Data processing
  subject:
    topic: Philology
  subject:
    topic: Linguistics
  subject:
    topic: Literacy
  subject:
    topic: Communication
  subject:
    topic: Sociology
  subject:
    topic: Mass media
  subject:
    topic: Education
  subject:
    topic: Literacy
  subject:
    topic: Language and Literature
  subject:
    topic: Media Research
  subject:
    topic: Computers and Education
  classification: LC149-161
  classification: 374.0124
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Cultural Studies and Transdisciplinarity in Education, 1
  identifier: 9789814451031
  identifier: http://dx.doi.org/10.1007/978-981-4451-03-1
  record info:
    record creation date: 140724
    record change date: 20151204175416.0
    record identifier: 978-981-4451-03-1