Bibliography

*Required readings selected from this bibliography for class are available online through the library’s electronic reserves. 

Adsanatham, C. (2012). Integrating Assessment and Instruction: Using Student-Generated Grading Criteria to Evaluate Multimodal Digital Projects.Computers & Composition, 29(2), 152-174.

*Anstey, M., Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Chapter 5: The Consumption and Production of Text.  Newark, DE : International Reading Association. pp. 100-116.

*Anstey, M., Bull, G. (2009). Developing new literacies: responding to picturebooks in multiliterate ways. In: Janet Evans (ed.). Talking Beyond the Page: Reading and responding to picturebooks. New York : Routledge. pp. 26-43.

Apkon, S. (2013) The age of the image : redefining literacy in a world of screens. New York : Farrar, Straus and Giroux.

*Arola, K., Sheppard, and J. Ball, C.E. (2014) Writer/designer : a guide to making multimodal projects. Boston : Bedford/St. Martins. Chapter 2: Analyzing Multimodal Projects. pp. 20-39.

*Authored by Project Tomorrow and Blackboard (2013) Learning in the 21st century: Mobile Devices + Social Media = Personalized Learning.

Ball, C. E. (2012) Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach. Technical Communication Quarterly, 21(1), 61–77.

Ball, C. E. (2006). Designerly ≠ Readerly:Re-assessing Multimodal and New Media Rubrics for Use in Writing Studies. Convergence: The Journal Of Research Into New Media Technologies, 12(4), 393-412.

Bolter, J. (1991) The Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, NJ : Lawrence Erlbaum Associates, Publishers. Chapter 2: The Computer as a New Writing Space. pp. 15-31.

Burbules, N. (1998) Chapter five: Rhetorics of the Web: hyperreading and critical literacy. In: Ilana Snyder, editor.  Page to screen : taking literacy into the electronic era. New York : Routledge. pp. 102-122.

*Callow, J. (2008). Show Me: Principles for Assessing Students’ Visual Literacy. Reading Teacher,61(8), 616-626.

Cook-Sather, A. (2002). Authorizing students’ perspectives: toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.

Curtis, D. and Carter, M. (2000) The Art of Awareness:  How Observation Can Transform Your Teaching.  St. Paul Minnesota : Redleaf Press. Chapter 2: Study Session: Learning to See. pp. 9-22.

*Dalton, B. (2013). Multimodal Composition and the Common Core State Standards. Reading Teacher, 66(4), 333-339.

Davis, B., Sumara, D. and Luce-Kapler, R. (2008). Engaging minds : changing teaching in complex times. Chapter 6: Learning Positions . New York : Routledge. pp.91-111.

*Doyle, K., & Dezuanni, M. (2014). Children participating in science through digital-media literacies. Literacy Learning: The Middle Years, 22(3), 42-54.

Gedik, N., Hanci-Karademirci, A., Kursun, E., & Cagiltay, K. (2012). Key instructional design issues in a cellular phone-based mobile learning project.Computers & Education, 58(4), 1149-1159.

*Gee, J.P. (2007) Good video games + good learning : collected essays on video games, learning, and literacy. Chapter 4: Good video games, the human mind, and good learning. New York : Peter Lang. pp. 22-44.

Glazatov, T. R. (2012). Applying Instructional Design System Theory to Mobile Learning Environments. Journal Of Applied Learning Technology, 2(2), 29-35.

*Hassett D. and Schieble, M. (2007) Finding Space and Time for the Visual in K-12 Literacy Instruction. English Journal 97(1), 62-68.

*Hoban, G., Nielsen, W., & Shepherd, A. (2013). Explaining and communicating science using student-created blended media. Teaching Science: The Journal of The Australian Science Teachers Association, 59(1), 32-35.

Hull, G. A. and Nelson, M. E. (2005) Locating the Semiotic Power of Multimodality. Written Communication,  22(2), 224-261.

*Husbye, N. E., Buchholz, B., Coggin, L., Powell, C. W., & Wohlwend, K. E. (2012). Critical Lessons and Playful Literacies: Digital Media in PK-2 Classrooms. Language Arts, 90(2), 82-92.

Jewitt, C. (2005). Multimodality, “Reading”, and “Writing” for the 21st Century. Discourse: Studies In The Cultural Politics Of Education, 26(3), 315-331.

*Kuhn, V., Johnson, D. J., & Lopez, D. (2010). Speaking with students: Profiles in digital pedagogy. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 14(2). Retrieved from http://kairos.technorhetoric.net/14.2/interviews/kuhn/index.html

Latour, B. (2011) “Where Are The Missing Masses? : The Sociology of a Few Mundane Artifacts.” In: Seth Giddings with Martin Lister (Eds.) The New Media and Technocultures Reader. New York : Routledge. pp. 150-159.

Lykins, L. (2012). Creating a Viable Mobile Learning Strategy Remains a Challenge. T+D, 66(6), 26.

McLeod, S. (2011, May 2). The future of print: 21 interesting e-books for kids. BigThink. Retrieved December 3, 2013, from bigthink.com/ideas/the-future-of-print-21-interesting-e-books-for-kids.

*Miller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 114-129.

*Mishra, P., & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record,108(6), 1017-1054.

*Martin, F., Pastore, R., & Snider, J. (2012). Developing Mobile Based Instruction. Techtrends: Linking Research & Practice To Improve Learning, 56(5), 46-51.

*Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies.Technology, Knowledge & Learning, 17(3), 87-107.

*Miller, S.; Thompson, M.; Lauricella, A.; Boyd, F. (2012) A Literacy Pedagogy for Multimodal Composing. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 114-129.

Ohler, J. (2013) Confessions of a Digital Storytelling Teacher: Twenty Revelations about Digital Storytelling in Education. In: Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity. Thousand Oaks, CA : Corwin. Chapter 1, pp. 2-15.

Prensky, M. (2008) Young Minds, Fast Times: The Twenty-First-Century Digital Learner. Edutopia magazine. June, 2008.

Prensky, M. (2008) Turning On the Lights. Educational Leadership. 65 (6) 40-45

Rose, G. (2007) Visual methodologies : an introduction to the interpretation of visual materials. Chapter Five: Semiology: Laying bare the prejudices beneath the smooth surface of the beautiful. Thousand Oaks, CA : Sage Publications. pp. 74-98.

Shanahan, L. (2012) Lessons in multimodal composition from a fifth-grade classroom. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 97-113.

*Salmon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.

Schafer-Southard, C., & Hofer, M. (2014). Give Your Lessons a Tech Makeover. Learning & Leading With Technology, 41(5), 16-21. (TPACK)

Selfe, C. (2007) Multimodal composition : resources for teachers. Cresskill, NJ : Hampton Press, 2007.

Streibel, M. J. (1986). A Critical Analysis of the Use of Computers in Education. Educational Communication and Technology, 34(3), 137-147.

Takayoshi, P. and Selfe, C. (2007)  Thinking about multimodality. In: & Cynthia Selfe  (Ed.) Multimodal composition : resources for teachers. Cresskill, NJ : Hampton Press. pp.1-12.

Verbeek, P. P. (2005) What Things Do. Chapter 5: A Material Hermeneutic. University Park, PA : The Pennsylvania University Press. pp. 123-145.

Zhao, Y.; Pugh, K.; Sheldon, S. (2002) Conditions for classroom technology innovations. Teachers College Record. 104 (3). p. 482-515.