Literacy/English Teacher Educators Moving Forward
We have taken a novel approach to this final section of Building Bridges: Rethinking Literacy Teacher Education in a Digital Era. Rather than simply providing a summary of the previous 12 chapters, we have used these chapters as data. Since the authors’ o
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Building Bridges Rethinking Literacy Teacher Education in a Digital Era
Foreword by Neil Selwyn
Edited by Clare Kosnik University of Toronto, Canada Simone White Monash University, Australia Clive Beck University of Toronto, Canada Bethan Marshall King’s College London, UK A. Lin Goodwin Teachers College, Columbia University, USA and Jean Murray University of East London, UK
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-489-3 (paperback) ISBN: 978-94-6300-490-9 (hardback) ISBN: 978-94-6300-491-6 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Printed on acid-free paper
All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
PRAISE FOR BUILDING BRIDGES
What does it mean to communicate? to know? to be literate? to learn? in a world crowded with multimodalities offered by the myriad of digital platforms, text messages, social networks, blogs, virtual friends, tweets, emoticons, and SMS codes…more importantly, What does it mean to teach in this complex communicative environment? These pressing questions are taken up in this collection of thoughtful and provocative essays that cross physical, national, and disciplinary boundaries to examine current practices, offer compelling illustrations, and propose novel solutions. Educators, researchers and policy makers wrestling with emerging dilemmas of curriculum and teaching given a rapidly digitizing 21st century will find this volume to be an accessible, refreshing, and substantive read. – Associate Professor Ee-Ling Low, Head, Strategic Planning & Academic Quality, National Institute of Education, Nanyang Technological University, Singapore We live in an exhilarating time when global citizens, including teachers and teacher educators, send and receive messages via social media, across vast distances within seconds. Yet integrating digital technologies into the foundations of teacher education continues to be a daunting task. The data and insights herein are timely, challenging, and vitally necessary. Readers will come away with broadened understandings of literacies, defined by everything from electronic communications to indispensable face-to-face human relationships. In short, the authors provide a must-read volume for all in teacher education, literacy education, and digital technology, who seek to rethink and reform their multidisciplinary fields. – Celia Genishi, Professor Emerita, Teachers College, Columbia University Taking a multi-disciplinary perspective (literacy, teacher education and di
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