| |
| |
| About the Authors | |
| |
| |
| Introduction 2.0 Learning in a 1.0 Classroom | |
| |
| |
| Technology Moves into the Core Curriculum | |
| |
| |
| Travels in Time | |
| |
| |
| Moving into the 21st Century Skills Mindset | |
| |
| |
| What You Can Expect from This Book | |
| |
| |
| Chapter Tweets | |
| |
| |
| |
| Releasing Responsibility: A Framework for Teaching and Learning | |
| |
| |
| A Framework for the Gradual Release of Responsibility | |
| |
| |
| Focus Lessons | |
| |
| |
| Guided Instruction | |
| |
| |
| Productive Group Work | |
| |
| |
| Independent Learning | |
| |
| |
| Quality Indicators of the Gradual Release of Responsibility Framework | |
| |
| |
| Establishing Purpose: Always Asking Why | |
| |
| |
| Problem-Based Learning | |
| |
| |
| Project-Based Learning | |
| |
| |
| A New View of Homework | |
| |
| |
| Fluency Building | |
| |
| |
| Application | |
| |
| |
| Spiral Review | |
| |
| |
| Extension | |
| |
| |
| Using Assessment for Instruction | |
| |
| |
| Chapter Tweets | |
| |
| |
| |
| Finding Information: The Eternal Search | |
| |
| |
| Gatekeeping in Literacy 2.0 | |
| |
| |
| Teaching With Wikipedia | |
| |
| |
| Three-Dimensional Reading | |
| |
| |
| Teaching Students to Find Information | |
| |
| |
| Boolean Operators | |
| |
| |
| Advanced Search Operators | |
| |
| |
| Specialized Search Engines | |
| |
| |
| Necessary Skills | |
| |
| |
| Teaching Students to Evaluate the Information They Find | |
| |
| |
| Social Bookmarking | |
| |
| |
| Teaching Information to Find Students | |
| |
| |
| Chapter Tweets | |
| |
| |
| |
| Using Information: Making Responsible Choices | |
| |
| |
| Citizenship and Literacy 2.0 | |
| |
| |
| Becoming a Citizen Through the Stories of Others | |
| |
| |
| Texts That Examine Personal Freedom | |
| |
| |
| Texts That Examine Social Injustice | |
| |
| |
| Texts That Examine Controversial Topics | |
| |
| |
| Texts That Examine a Call to Action | |
| |
| |
| Helpful Resources | |
| |
| |
| Making Responsible and Ethical Decisions in Writing: Plagiarism | |
| |
| |
| |
| What Is Plagiarism? Why Is It a Problem? | |
| |
| |
| |
| How Does Plagiarism Apply to My Schoolwork? | |
| |
| |
| |
| Mastering When and How to Cite | |
| |
| |
| |
| Using Resources to Write Works Cited Entries | |
| |
| |
| Chapter Tweets | |
| |
| |
| |
| Creating Information: Production in Literacy 2.0 | |
| |
| |
| New Literacies | |
| |
| |
| Podcasting: Creating With Voice and Video | |
| |
| |
| Talking Pictures: Creating with Images | |
| |
| |
| Fair Use | |
| |
| |
| Creative Commons | |
| |
| |
| Essential Questions | |
| |
| |
| Chapter Tweets | |
| |
| |
| |
| Sharing Information: The World is Your Audience | |
| |
| |
| Audience Matters | |
| |
| |
| "My Words are Everywhere": Blogging Creates an Audience | |
| |
| |
| Microblogs: Tweeting the World | |
| |
| |
| "I Got 159 Hits Yesterday": Representing Yourself via the Web | |
| |
| |
| "She Made it Even Better": Using Collaborative Tools | |
| |
| |
| "Being Watched Now": Representing Yourself in Moving Images | |
| |
| |
| "Have You Seen It Yet?" Representing Yourself Through the Works of Others | |
| |
| |
| Mashups | |
| |
| |
| On Their Own Time | |
| |
| |
| Chapter Tweets | |
| |
| |
| |
| Present Tense and Future Tensions | |
| |
| |
| Present Tense | |
| |
| |
| Student Access and the Changing Shape of the Digital Divide | |
| |
| |
| Teacher Access to Teaching Tools | |
| |
| |
| Policies and Procedures That Reflect Literacy 2.0 | |
| |
| |
| "Not in This School You Don't" | |
| |
| |
| Teaching Courtesy | |
| |
| |
| Focus on Functions, not Forms | |
| |
| |
| Cybersafety | |
| |
| |
| Future Tensions | |
| |
| |
| Participation: Digital Communication Will Continue to Transform Norms and Practices | |
| |
| |
| Collaboration: Massive Multiplayer Online Games Will Change Educational Practice | |
| |
| |
| Distribution: Increased Access to Print and Visual Materials Will Alter Educational Expectations | |
| |
| |
| Living and Thriving in the 21st Century | |
| |
| |
| References | |
| |
| |
| Index | |