Mark Pegrum is an Associate Professor of Education at the University of Western Australia.

Nicky Hockly is Co-Director, and Director of Pedagogy, at The Consultants-E, an online training and development consultancy specialising in the application of technology to the language classroom, and online teacher training.

Gavin Dudeney is Co-Director, and Director of Technology, at The Consultants-E.

Contents

Preface xi

Acknowledgements xiv

I: From research to implications 1

Diverse literacies for a superdiverse era 2

The Framework of Digital Literacies 3.0 5

Box I.1 What hardware, software & connectivity do we need? 6

First focus: Communicating 11

Print literacy 12

Texting (& reconstructive) literacy 13

Box I.2 What happened to our digital natives? 14

Hypertext literacy 16

Multimodal literacy 16

Box I.3 Do social media belong in our classrooms? 18

Immersive (and gaming/XR) literacy 20

Spatial literacy 21

Mobile literacy 22

Box I.4 Does the digital divide still matter? 22

Code (& technological/AI) literacy 25

Second focus: Informing 27

Tagging (and hashtag) literacy 27

Search literacy 29

Box I.5 Can we trust Wikipedia? 30

Filtering literacy 31

Information (and data) literacy 32

Box I.6 How should we deal with fake news? 32

Third focus: Collaborating 36

Personal (and security) literacy 36

Box I.7 How can we protect our students (and ourselves) online? 37

Network literacy 39

Box I.8 Why do our students need personal learning networks? 39

Participatory literacy 41

Box I.9 How much should we worry about censorship and surveillance? 42

Intercultural literacy 45

Ethical literacy 47

Fourth focus: (Re)designing 48

Attentional literacy 49

Box I.10 Does multitasking work? 50

Critical (and critical mobile/material/philosophical/academic) literacy 51

Box I.11 What do digital technologies mean for people and the planet? 53

Remix literacy 55

Box I.12 How do we deal with copyright and plagiarism? 57

Looking ahead 58

Further reading 59

II: From implications to application 60

Box II.1 Will digital technologies improve our students' learning? 60

Box II.2 What if we have to teach language classes fully online? 62

The TPACK framework for integrating technology use 64

Box II.3 Who's afraid of teaching with edtech? 65

The SAMR model for improving technology use 67

The T3 framework for extending technology use 68

Design justice 70

The Digital Activities Grid 72

The Digital Tools Grid 84

The Digital Risks Grid 84

45 Activities 92

Activity 1. Technology past & present 93

Activity 2. Becoming digitally literate 97

Activity 3. Writing the news 100

Activity 4. Extreme weather 103

Activity 5. Cryptic messages 110

Activity 6. Sports linking 114

Activity 7. Building links 119

Activity 8. Food boards 121

Activity 9. Copycat 124

Activity 10. Envisioning the facts 128

Activity 11. Sales techniques 131

Activity 12. Showcasing hobbies 135

Activity 13. Selling English 138

Activity 14. Avatars 141

Activity 15. Peeling back history 145

Activity 16. Spaced out 149

Activity 17. A picture a day 152

Activity 18. Mobile rules 155

Activity 19. This is us 159

Activity 20. Living on the edge 163

Activity 21. My digital assistant 166

Activity 22. Travel clouds 170

Activity 23. Hashtag activism 173

Activity 24. Search race 176

Activity 25. Search me 182

Activity 26. News in my networks 187

Activity 27. Digital social circles 191

Activity 28. Tree octopus 195

Activity 29. Fun facts 200

Activity 30. Faking it 203

Activity 31. Tracking personal wellness 208

Activity 32. Footprints in the wires 213

Activity 33. Setting the scene 215

Activity 34. Going viral 219

Activity 35. A class PLN 223

Activity 36. Our city guide 226

Activity 37. Pictorial vocab bank 230

Activity 38. Questioning stereotypes 233

Activity 39. Sign me up 237

Activity 40. Turn off, tune out 242

Activity 41. Ever mindful 245

Activity 42. An ethical phone? 250

Activity 43. Our digital planet 253

Activity 44. Keep calm and carry on learning English 258

Activity 45. Said no student ever 262

Future learning 265

III: From application to implementation 266

Incorporating activities into the syllabus 266

The coursebook-driven approach 269

The topic-driven approach 271

The digital literacies-driven approach 271

Choosing activities for different levels and contexts 272

Students' linguistic competence 273

Students' technological competence 274

Teachers' technological competence 275

Overall complexity 276

Contexts 276

Teaching in technology-limited environments 279

Assessing digital work 280

A digital assessment matrix 281

Assessing through e-portfolios 282

IV: From implementation to research 285

Conducting and sharing action research and design-based research 285

Building and maintaining personal learning networks 287

Choosing platforms for personal learning networks 289

Twitter 289

Facebook 290

Other social media 290

Blogs 290

Working across platforms 291

Further reading 292

References 293

Activity keys 316

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides:
A theoretical framework through which to categorise and prioritise digital literacies
Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills
A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice
A consideration of exactly how to integrate digital literacies into the English language syllabus
Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online.
This book is ideal for English language teachers, English language learners of all ages and levels, academics and researchers of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.