English Teaching: Practice and Critique
Volume 9, Number 1 (May 2010): Focus: English as mediated literacy: Revisiting mode and medium
Co-editors: Andrew Burn (Institute of Education, University of London, UK) and Kathleen Tyner (Department of Radio-Television-Film, University of Texas-Austin)
Rationale:
This issue of English Teaching: Practice and Critique focuses on the relationships and integration of new literacy tools, texts and media in the English curriculum.
The ubiquitous influx of new media literacy tools and texts creates opportunities for innovation, as well as challenges to the traditional English, Language Arts and Reading curriculum. This issue explores:
The ubiquitous influx of new media literacy tools and texts creates opportunities for innovation, as well as challenges to the traditional English, Language Arts and Reading curriculum. This issue explores:
- media education within, or related to, English
- media literacy in the context of, or related to, formal schooling
- multimodal constructions of students' engagement with media
- young people's media production work in relation to the schooling of literacies
- young people's new media literacies
- computer games, virtual worlds, literacy and English
- relations/tensions between the literature curriculum and the media curriculum
- changing concepts for reading and writing in an age of global informatics
- designing learning environments for multiliteracy instruction
- trans-media literacies
- narrative and fiction in media and literature
The Editorial Board expresses its gratitude to the the guest editors of this issue and also to the following (some are members of the Review Board) who have helped with the review process: Andrew Burn (Institute of Education, London); Kathleen Tyner (University of Texas).