This edited collection introduces English and literacy educators to the theoretical, research-based, and practical dimensions of using digital memetic texts—“memes”—in the classroom. Digital memetic texts come with new affordances, particularly as avenues for student creativity, voice, and advocacy. But these texts can also be put to manipulative, propagandistic, and nefarious purposes, posing critical challenges to an informed, democratic citizenry. Grounded in multimodality and critical literacy, this book investigates the fascinating digital dimension of texts, audiences, and meaning, and considers how English educators might take up these conversations in practical ways with students. With authentic examples from teachers and students, this volume provides a road map to researchers and educators—both preservice and in-service—interested in critical and productive uses of these modern phenomena.

The Routledge Handbook of Technological Advances in Researching Language Learning is the first volume to bring together the extant scholarship on the nature and role of digital technology in conducting second language research. The Handbook showcases technological advances, including issues and considerations, affecting research conduction in second language education. The contributions focus on the role of digital technology in researching second language education, second language acquisition, and applied linguistics. Contributions by both seasoned and junior scholars feature empirical studies and methodological and/or theoretical discussions of technological tools used (or tools that can be used) for conducting research into various aspects of second language learning and acquisition. This book will primarily appeal to academic specialists, practitioners, and professionals in the field of applied linguistics and second language education. The book will also be informative for scholars and professionals in disciplines such as educational technology and TESOL.

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH This innovative book explores how digital language and tools can be used to teach applied grammar in the classroom. With a spotlight on internet language, Crovitz, Devereaux, and Moran demonstrate how students can practice rhetorical grammar with digital tools in order to use language purposefully. With an abundance of original strategies, prompts, and questions that tap into students’ existing skills, the book is designed to help students build a meta-awareness of language through critical digital literacy. Drawing on examples and activities from TikTok, Twitter, memes, texting, online videos, digital media, and more, chapters feature lesson plans centered around real-world digital scenarios that will engage and inspire students. Ideal for preservice and inservice English teachers, this book offers a blueprint for helping students use and evaluate language in the digital world and includes practical suggestions for using technology and rhetorical grammar to engage with and compose digital texts.

This handbook draws together international perspectives on technology and its application to language teaching and learning, written and edited by leading scholars in the field. It meets the increasing demand for pedagogically-informed online language instruction, which is particularly important in the context of the effects that the Covid-19 pandemic has had on the education sector on a global scale, as well as exploring language learning in informal and non-formal contexts. With contributions from5 continents and over 20 countries, including Australia, Canada, Cyprus, Denmark, Finland, France, Greece, Ireland, Japan, Spain, Sweden, the Netherlands, the UK and the USA, the book offers a thorough overview of the main influential theories and explores technology tools, approaches to research, and applications to practice. Carefully curated, this is an innovative and exciting volume for students, teachers, researchers and lecturers in language education.

This book presents a vision of education for democracy built around promoting equity and social justice. In doing so, Camicia and Knowles challenge many of the common perspectives of democratic education, deliberation, and the common good. The authors have published widely on the topic of education for democracy. This book builds upon their work to assist practicing teachers, teacher educators, graduate students, and educational researchers in understanding the background of education for democracy, as well as new directions for the field. While one of the primary goals of public schools is to teach students how to build better communities, this goal is increasingly difficult given the degree of political polarization within societies. Recent events provide no shortage of challenges to democracy in the United States and beyond. Utilizing theory and research, Camicia and Knowles promote instructional methods that are responsive to changing cultural and political contexts. There is an increasing need to rethink democratic principles and how these principles might be supported in classrooms in order to teach for social justice. This requires a move away from often stated idealistic notions of deliberative democracy, toward a perspective of education for democracy that incorporates aspects of identity, interests, and inequitable power relations within society.

Curating a Literacy Life spotlights the idea of curation as a process for inspiring student-centered learning with digital media. Young people need to learn to become purposeful collectors and, thus, curators of their own learning. In this book, Kist shows educators how to empower students as they make sense of all the books, videos, websites, and social media they access. Packed with ideas and activities developed over time in a high school setting, the author presents a model for learning to learn—a way of processing, making meaning, and repurposing all the texts around us. Kist demonstrates how curating can happen no matter where the teaching and learning are taking place, whether virtually or face-to-face, in school or out of school. Using Smart phones; a Netflix account, and access to a variety of YA, canonical, and media texts, this resource provides a foundation for becoming lifelong scholars and artists. Curating a Literacy Life is for both teachers and parents who are interested in helping young people harness, manage, and learn from the multiple messages and texts they encounter every day. Book Features: A powerful model to help teens make sense of and even repurpose the texts they encounter daily.Ideas for making use of digital media in ways that are meaningful to today’s students.Strategies for bridging the divide between in-school and out-of-school literacies. Activities developed during the author’s years as an instructional coach at Cleveland’s Glenville High School.

Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley