Using the Digital Transmedia Magazine Project to Support Students With 21st-Century Literacies

Bibliographic Data

ID5083912
AuthorsJennifer Conner-Zachocki, Jennifer M Conner-Zachocki (Indiana University – Purdue University Columbus, corresponding author)
Year2015
Volume54
Issue2
Pages86-93
Publication date2015-04-03
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2015.1010835
OpenAlexW2045160673
LanguageEN
References cited14

Digital technologies have had a significant impact on how educators have come to understand and define literacy, and on the types of literacies and literacy practices that are required in the 21st century. In response, organizations such as the National Council of Teachers of English (NCTE) have designed frameworks that attempt to articulate practices required to be literate in the 21st century. Although educators often turn to the NCTE framework to define the characteristics of a 21st-century literacies curriculum, missing from the professional literature are examples of student projects that have the potential to embody these characteristics. This article describes 1 such project, a digital transmedia magazine, in which groups of students transmediated a story or novel into a magazine using digital technologies. The article illustrates ways in which this project can be used to support students with the 6 elements of the NCTE framework

Curriculum · Digital Literacy · Literacy · Pedagogy · Political science · Sociology · Child Development and Digital Technology · Digital Storytelling and Education · Literacy, Media, and Education

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