The almost universal reliance upon digitaltools for social, academic, and career development will only become morepronounced in the years to come. Teacher education programs remain ill-equippedto adequately prepare educators with the pedagogies needed to foster digitalliteracies. What is needed is a set of best practices towards teaching digitalliteracies so that teachers can better meet the emerging needs of theirstudents in today’s classrooms.
Where should teachers begin? What are theessentials of digital literacies within K-12 contexts? And how might wereimagine teacher education programs to optimally prepare teachers for workingwith technologically connected youth, whose literacies are more complex,interconnected, and diverse than ever?
This volume provides a practicalframework for teacher education programs to develop K-12 students’ digitalliteracies. It offers a set of best practices in teaching digitalliteracies that promote access to research-based pedagogies for immediateimplementation in classrooms.
Evan Ortlieb is Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John’s University, USA. He has previous work experience in Singapore and Australia and expertise on literacy improvement, literacy teacher preparation, language diversity, and differentiated literacy instruction. He is President of the Specialized Literacy Professionals SIG of the International Literacy Association and Section Editor of the Journal of Adolescent & Adult Literacy.
Earl H. Cheek, Jr. is Patrick and Edwidge Olinde Endowed Professor Emeritus in the Department of Educational Theory, Policy, and Practice at Louisiana State University, USA. As a lifelong literacy leader, he has published widely across fields of content area reading, reading teacher education, diagnostic-perspective methods, and dyslexia. He has served on committees within the International Literacy Association, the Literacy Research Association, and the Association of Literacy Educators and Researchers.
Peggy Semingson is Associate Professor of Curriculum and Instruction at The University of Texas at Arlington, USA. Her research interests include social contexts of literacy learning, digital pedagogies, and online literacy teacher education. She has received multiple awards including the President’s Award for Excellence in Distance Education Teaching at UT Arlington and the 2017 International Literacy Association (ILA) Jerry Johns Outstanding Teacher Educator in Reading Award.
Evan Ortlieb is Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John’s University, USA. He has previous work experience in Singapore and Australia and expertise on literacy improvement, literacy teacher preparation, language diversity, and differentiated literacy instruction. He is President of the Specialized Literacy Professionals SIG of the International Literacy Association and Section Editor of the Journal of Adolescent & Adult Literacy.
Earl H. Cheek, Jr. is Patrick and Edwidge Olinde Endowed Professor Emeritus in the Department of Educational Theory, Policy, and Practice at Louisiana State University, USA. As a lifelong literacy leader, he has published widely across fields of content area reading, reading teacher education, diagnostic-perspective methods, and dyslexia. He has served on committees within the International Literacy Association, the Literacy Research Association, and the Association of Literacy Educators and Researchers.
Peggy Semingson is Associate Professor of Curriculum and Instruction at The University of Texas at Arlington, USA. Her research interests include social contexts of literacy learning, digital pedagogies, and online literacy teacher education. She has received multiple awards including the President’s Award for Excellence in Distance Education Teaching at UT Arlington and the 2017 International Literacy Association (ILA) Jerry Johns Outstanding Teacher Educator in Reading Award.
