Digital Literacies: Social Learning and Classroom Practices

Chapter 7: "By investigating their digital practices, the study investigated the way that pre-service teachers experience their use of digital texts and the value they and others place on their use."

I thought this was an interesting investigation and got me thinking about my own experiences as a pre-service teacher, since it wasn't that long ago and technically still where I am in the process. The results were a bit surprising because I did not see myself doing what they did. Everyone does things differently I guess.

Chapter 8: "The ‘multi’ prefix was designed to signify two key dimensions of the changing contexts for literacy education: the multiple ways of being in the world according to (sub) culture, language, place, and so on; and multiple modes of representation available, especially by virtue of new and emerging digital technologies."

This is an interesting break down of the prefix and broadens it's meaning so much. There are tons of ways of being in the world and they grow each day. Though they might go under the same categories as other, there are new venues for being in the world that arise every day. The different modes go with the ways of being because they are connected to each other and intermingle. This was a very enlightening quote.

Chapter 9: "Storyboarding, in this view, is to a visual story what outlining is to a print story – a parallel sequence of images, voiceover text, notes on the soundtrack, transitions and effects, somewhat akin to a comic strip (Lambert, 2002; and Figures 9.4, 9.5 and 9.6)."

I remember doing a few storyboards for classes and most were Denis Lindstrom. I always enjoy doing these because it is an efficient way to tell a story and is more engaging than other forms. Finding pictures to tell your story is much more fun than trying to figure a way to word what you want to say.