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The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy

The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy
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Author(s): Laurie McAdams (Tarleton State University, USA) and James Gentry (Tarleton State University, USA)
Copyright: 2014
Pages: 13
Source title: Academic Knowledge Construction and Multimodal Curriculum Development
Source Author(s)/Editor(s): Douglas J. Loveless (James Madison University, USA), Bryant Griffith (Texas A&M University-Corpus Christi, USA), Margaret E. Bérci (College of Staten Island-CUNY, USA), Evan Ortlieb (Monash University, Australia) and Pamela M. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-4666-4797-8.ch015

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Abstract

The meaning of literacy has evolved to include digital, electronic, and visual expressions. Students enter classrooms possessing a level of proficiency with these new literacy skills, yet they encounter predominantly traditional print formats. Research suggested incorporating digital technologies into instruction has the potential to enhance reading comprehension, as well as foster the development of critical thinking. This chapter describes how two middle school teachers, a language arts teacher and a social studies teacher, incorporate digital story expressions into their curriculum as a way to address both students’ and teachers’ digital knowledge, skills, and behaviors. This process, detailed in this chapter, includes taking an initial assessment of students’ skills levels, developing cross-curricular connections, drafting an assessment plan, and maintaining collaborative efforts during the instructional sequence.

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