scholarly journals Literacy Applications for Common Core English/Language Arts: Teacher Perspectives of Digital Literacy

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Michael Lancellot
Keyword(s):  
Language Arts ◽  
Common Core ◽  
English Language Arts ◽  
Digital Literacy ◽  
English Language ◽  
Teacher Perspectives

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

The Secret Life of Fiction

PMLA ◽  
2015 ◽  
Vol 130 (3) ◽  
pp. 724-731 ◽  
Author(s):  
Lisa Zunshine
Keyword(s):  
Language Arts ◽  
Common Core ◽  
English Language Arts ◽  
Common Core State Standards ◽  
English Language ◽  
State Standards ◽  
Core State ◽  
Complex Thinking ◽  
College Career ◽  
The Common

A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.

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