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EDRD 3360 – Bennett – Spring 2018 1
EDRD 3360: INTRODUCTION TO NEW LITERACIES
SPRING 2018 SYLLABUS
FACULTY AND COURSE INFORMATION INSTRUCTOR: Dr. Ann M. Bennett,
Assistant Professor of Reading Education Department of Secondary
& Middle Grades Education
INSTRUCTOR CONTACT INFORMATION: Office: Bagwell Education
Building 348 Office Phone: 470.578.2249
Email: [email protected]
CLASS LOCATION: Bagwell Education Building 119
CLASS MEETING TIMES: Wednesdays, 2:00 - 4:45 p.m.
COURSE WEBSITES: Desire2Learn (D2L) Course Website Dr. Bennett’s
Blog
COURSE COMMUNICATIONS: Please use my faculty email
([email protected]) as my primary contact. Emails will
receive a reply within 48 hours, except on weekends. If you use the
D2L email system to contact me, you can expect a response time of
up to five days. For emergencies and questions that require an
immediate, short answer, please TEXT me on my mobile. Office hours
will be held virtually by appointment only using Google
Hangouts.
ELECTRONIC COMMUNICATIONS: The University provides all KSU
students with an “official” email account with the address
“students.kennesaw.edu.” As a result of federal laws protecting
educational information and other data,
mailto:[email protected]://kennesaw.view.usg.edu/d2l/loginhttps://sites.google.com/view/edrd3360introtonewliteracies/homehttp://themusingsofaprofessor.blogspot.com/mailto:[email protected]:///C:/Users/Ann
Bennett/Desktop/Downloads/bagwell.kennesaw.edu
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EDRD 3360 – Bennett – Spring 2018 2
this is the sole email account you should use to communicate
with your instructors or other University officials and the account
by which they will communicate with you.
REQUIRED TEXTS OR TECHNOLOGY RESOURCES: This course will take
advantage of Open Educational Resources (OER) and
instructor-created resources to minimize costs for students. To
learn more about efforts in Georgia to reduce college costs, visit
Affordable Learning Georgia. Knobel, M. and Lankshear, C. (eds.)
(2007). A New Literacies Sampler. New York, NY: Peter Lang.
Additional readings provided online. Google account.
RECOMMENDED RESOURCES: American Psychological Association.
(2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
OER Alternative: Purdue Online Writing Lab. Membership in
professional organizations, such as the American Educational
Research Association, Literacy Research Association, and the
International Literacy Association. Student rates are
available.
COURSE DESCRIPTION, CREDIT HOURS, AND PREREQUISITES
Prerequisite: EDRD 3320: Understanding the Reader and the Reading
Process. This course is an introduction to the evolving and
multifaceted concept of literacy and its implications for
adolescents in both instruction and motivation. Types of literacy
to be explored include: media, digital, global, and critical
literacies. Emphasis will be placed on understanding universal
design in education, considering the impact of technology on
literacy, evaluating texts as being current, accurate, and
relevant, and developing meaningful plans to incorporate such texts
into their classrooms.
GENERAL COURSE EXPECTATIONS & REQUIREMENTS AND COURSE
OUTLINE TECHNOLOGY EXPECTATIONS: The purpose of this course is to
provide candidates with an exploration of pedagogical knowledge
that will allow them, through the use of multiple explanations,
methods, technologies, or strategies, to provide high quality
literacy instruction that is inclusive of (digital) media,
(contemporary) technology, and multiple kinds of literacies.
Candidates will not only gain a critical understanding of theory
and praxis in relation to New Literacies, but they will also engage
with and produce New Literacies in order to better develop engaging
and meaningful lessons and classroom practices. Although this is
not an online course, the content of this course will require that
you spend a significant amount of time engaging with digital media
and the Internet. It is expected that you will bring a laptop,
tablet, and/or smartphone to every class AND use it, as you will be
working with New Literacies both in the classroom and at home.
https://www.affordablelearninggeorgia.org/http://everydayliteracies.net/files/NewLiteraciesSampler_2007.pdfhttps://accounts.google.com/SignUp?hl=enhttps://owl.english.purdue.edu/owl/resource/560/01/
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EDRD 3360 – Bennett – Spring 2018 3
Assignments are due by 11:59 p.m. on the due date listed, and
all deadlines are firm. I strongly encourage you to complete
assignments ahead of the due date to avoid instances of technology
difficulty. “My computer crashed” or “my Internet was down” are not
acceptable excuses for late assignments in this course. In fact, it
is a good idea to have, at least, two backup ways of accessing a
computer and the Internet, such as a friend or neighbor. Late
assignments will not be accepted, except in extreme circumstances
or emergencies (documentation or evidence of such occasion are
required for requests of extended deadlines).
COMMUNITY EXPECTATIONS: The nature of this course demands that
students explore and critically engage with the assumptions they
hold about theory and praxis in both teacher education, generally,
and literacy education, specifically. Reflecting on your
assumptions, as well as coursework and class discussions, are part
of the process in understanding New Literacies and engaging with
them in order to meaningfully apply them to classroom practices. As
such, this course will address issues typically found within the
field of cultural studies, including gender, class, race, sexual
orientation, identity, and power, and how education can reify
inequity. In any learning community, all community members should
feel that they are part of a safe and inclusive learning
environment while also working toward fostering the development of
this environment. In this space, dialogic conversations will be one
of our focal points for engagement with course content and
learning. As a member of this learning community, you are
encouraged to question and critique our dialogic discussion, but it
is requested that you do so with thoughtful and critical
reflection. This does not mean that everyone in this course must be
in agreement on every topic, and this does extend to being in
agreement with me, as well. Indeed, critical and productive debates
can often help us to cultivate existing perspectives and
viewpoints. However, we must engage with each other respectfully
and with the intention of understanding if we are to learn from one
another.
COURSE CONTENT: Culturally Relevant Pedagogy, Marginalized
Populations, & Identity Formation Defining New Literacies
Universal Design for Learning & Accessibility Resistance &
Translation Digital Literacies & Pedagogies Role-playing,
MMORPG, and LARPs Gaming as Learning Online & Fan Fiction
Blogging Memes, Affinities, & Popular Culture Conclusions
FINAL EXAM: There is no formal final exam for this course
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EDRD 3360 – Bennett – Spring 2018 4
OTHER REQUIREMENTS: All written work should reflect careful
organization and reflection. Submissions must be proofread to
ensure accuracy in spelling, punctuation, and grammar. All formal
written work is submitted digitally using Microsoft Office Suite,
Google productivity apps, or their equivalents. Please do not
submit PDFs, unless otherwise requested, as this makes it difficult
to provide extensive feedback on course assignments. Multimedia
submission requirements will be outlined when assigned.
COURSE OBJECTIVES: This course is part of a KSU teacher
education program that is guided by and/or accredited by the
following organizations and standards: Georgia Professional
Standards Commission – Program Area Standards Georgia Professional
Standards Commission – Ethics Standards CAEP – Council for the
Accreditation of Educator Preparation InTASC – Interstate Teacher
Assessment and Support Consortium CAPS – Candidate Assessment on
Performance Standards Specialized Professional Association –
International Literacy Association. The Educator Preparation
Program (EPP) prepares learning facilitators who understand their
disciplines and principles of pedagogy, reflect on their practice,
and apply these understandings to making instructional decisions
that foster the success of all learners. As such, this course has
the following objectives. Students can:
1. Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement [CAEP/GaPSC Standard 1; InTASC Standards 1-2, 4-6,
& 8; ILA Standards 1-3].
2. Use a wide range of online and offline materials, including
narrative, poetry, informational texts in reading, writing, and
multimodal communication [CAEP/GaPSC Standard 1; InTASC Standards
7-8; ILA Standard 2].
3. Understand, recognize, and value the qualities of diversity
that exist in society and are reflected in online and offline
reading and writing activities [CAEP/GaPSC Standard 1; InTASC
Standards 2 & 5; ILA Standard 4].
4. Use a literacy curriculum and engage in instructional
practices that positively impact students’ knowledge, beliefs, and
engagement with the features of diversity [CAEP/GaPSC Standard 1;
InTASC Standards 2, 5, & 7-8; ILA Standard 4].
5. Develop strategies to lead and advocate for tolerance and
equity in work with students in and outside school settings
[CAEP/GaPSC Standard 1; InTASC Standards 1-3 & 10; ILA
Standards 4 & 6].
6. Design the physical environment to optimize students’ use of
online and offline resources in reading and writing instruction
[CAEP/GaPSC Standard 1; InTASC Standard 3; ILA Standard 5].
DISCLAIMER: This syllabus is subject to change as the need
arises. These changes should be expected and will be clearly
communicated.
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspxhttps://www.gapsc.com/Ethics/Home.aspxhttp://www.caepnet.org/standards/introductionhttps://www.ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdfhttps://www.softchalkcloud.com/file/files/EqQFnZr1VMot8R/breakout_iii_candidate_assessment_on_performance_standards.pdfhttps://www.literacyworldwide.org/get-resources/standards/standards-for-reading-professionals
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EDRD 3360 – Bennett – Spring 2018 5
COURSE OUTLINE, COURSE CONTENT, COURSE OBJECTIVES, &
ACTIVITIES:
Module Course Objectives Readings Assignments
1. Overview & Introductions
(Jan. 10)
None
None
2. Culturally Relevant Pedagogy, Marginalized Populations, &
Identity Formation (Jan. 17)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Ladson-Billings (2006) Ladson-Billings (2014) Delpit (1988)
Delpit (1996) Barone (1989)
Classroom/Online Activity 1
3. Defining New Literacies (Jan. 24)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Chapter 1 Lankshear & Knobel (2013)
Classroom/Online Activity 2
4. Universal Design for Learning & Accessibility (Jan.
31)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement.
Readings TBA Classroom/Online Activity 3
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EDRD 3360 – Bennett – Spring 2018 6
Module Course Objectives Readings Assignments Use a wide range
of online and offline materials, including narrative, poetry,
informational texts in reading, writing, and multimodal
communication. Understand, recognize, and value the qualities of
diversity that exist in society and are reflected in online and
offline reading and writing activities.
5. Resistance & Translation (Feb. 7)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Chapter 2 Strong-Wilson & Rouse (2012) Additional readings
TBA
Classroom/Online Activity 4
6. Digital Literacies & Pedagogies (Feb. 14)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Chapter 3 Vasudevan, Dejaynes, & Schmier (2010) Erstad
(2008) Hagood, Skinner, Venters, & Yelm (2009) Additional
readings TBA
Classroom/Online Activity 5
7. Role-playing, MMORPG, and LARPs
Understand the role of professional judgement and practical
knowledge (most
Chapter 4 Thomas (2007)
Classroom/Online Activity 6
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EDRD 3360 – Bennett – Spring 2018 7
Module Course Objectives Readings Assignments
(Feb. 21)
importantly, in this course, theories of New Literacies) for
improving students’ reading development and achievement. Use a wide
range of online and offline materials, including narrative, poetry,
informational texts in reading, writing, and multimodal
communication. Understand, recognize, and value the qualities of
diversity that exist in society and are reflected in online and
offline reading and writing activities.
Additional readings TBA
8. Gaming as Learning (Feb. 28)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Chapter 5 Gee (2007) Additional readings TBA
Classroom/Online Activity 7
9. Online & Fan Fiction (Mar. 7)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication.
Chapters 6 & 7 Black (2008) Additional readings TBA
Classroom/Online Activity 8
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EDRD 3360 – Bennett – Spring 2018 8
Module Course Objectives Readings Assignments Understand,
recognize, and value the qualities of diversity that exist in
society and are reflected in online and offline reading and writing
activities.
10. Blogging (Mar. 14)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Chapter 8 Luehmann, Henderson, & Tinelli (2011) Additional
readings TBA
Classroom/Online Activity 9
11. Memes, Affinities, & Popular Culture (Mar. 21)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Chapter 9 Additional readings TBA
Classroom/Online Activity 10
12. Conclusions (Mar. 28) Spring Break: 3.31-4.6
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry,
Chapter 10 Additional readings TBA
Classroom/Online Activity 11
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EDRD 3360 – Bennett – Spring 2018 9
Module Course Objectives Readings Assignments informational
texts in reading, writing, and multimodal communication.
Understand, recognize, and value the qualities of diversity that
exist in society and are reflected in online and offline reading
and writing activities.
13. Workshop (Apr. 11)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities. Use
a literacy curriculum and engage in instructional practices that
positively impact students’ knowledge, beliefs, and engagement with
the features of diversity. Develop strategies to lead and advocate
for tolerance and equity in work with students in and outside
school settings. Design the physical environment to optimize
students’ use of online and offline resources in reading and
writing instruction.
None
Classroom/Online Activity 12
14. Presentations (Apr. 18)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement.
None New Literacies Research (Group 1)
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EDRD 3360 – Bennett – Spring 2018 10
Module Course Objectives Readings Assignments Use a wide range
of online and offline materials, including narrative, poetry,
informational texts in reading, writing, and multimodal
communication. Understand, recognize, and value the qualities of
diversity that exist in society and are reflected in online and
offline reading and writing activities. Develop strategies to lead
and advocate for tolerance and equity in work with students in and
outside school settings. Design the physical environment to
optimize students’ use of online and offline resources in reading
and writing instruction.
15. Presentations (Apr. 25)
Understand the role of professional judgement and practical
knowledge (most importantly, in this course, theories of New
Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities.
Develop strategies to lead and advocate for tolerance and equity in
work with students in and outside school settings.
None New Literacies Research (Group 2)
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EDRD 3360 – Bennett – Spring 2018 11
Module Course Objectives Readings Assignments Design the
physical environment to optimize students’ use of online and
offline resources in reading and writing instruction.
16. Final Project Understand the role of professional judgement
and practical knowledge (most importantly, in this course, theories
of New Literacies) for improving students’ reading development and
achievement. Use a wide range of online and offline materials,
including narrative, poetry, informational texts in reading,
writing, and multimodal communication. Understand, recognize, and
value the qualities of diversity that exist in society and are
reflected in online and offline reading and writing activities. Use
a literacy curriculum and engage in instructional practices that
positively impact students’ knowledge, beliefs, and engagement with
the features of diversity. Develop strategies to lead and advocate
for tolerance and equity in work with students in and outside
school settings. Design the physical environment to optimize
students’ use of online and offline resources in reading and
writing instruction.
The Canon and New Literacies Project due 4.30
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EDRD 3360 – Bennett – Spring 2018 12
EVALUATION & GRADING SCALE Your grade in this course is
determined based on a 1000 point scale. The grading scale is as
follows: A: 900-1000 points B: 800-899 points C: 700-799 points F:
Below 700 points
ASSIGNMENTS/REQUIREMENTS
1. Weekly Classroom & Online Activities (12 @ 25 points
each; 300 points total) Classroom activities will include dialogic
discussions of course readings in order to better master course
content, as well as engagement with New Literacies in order to
apply theory to real world practices and consider new (digital)
media and (contemporary) technologies. In addition to classroom
activities, you will be expected to complete activities outside of
our weekly meeting time. Many of these activities will completed
via Blogger where you might be asked to critically reflect on
classroom activities while also submitting technology reviews,
planning possible activities that integrate New Literacies,
extending your learning of a new media or technology, previewing
course content, or completing technology reviews. It should be
noted that course and blog discussions are intended to draw your
attention to key elements in the readings and to encourage
reflection. The goal of the discussion is not just to ensure that
you have completed the readings. It is also to ensure that you have
mastered the content well enough to engage in a scholarly
discussion with others. Your participation in the discussions
should be thoughtful, moving beyond “I agree” or “I disagree”, or
simple responses that serve to stagnate the conversation. In other
words, add to the discussion both in quality and in content. I will
consider the following in the evaluation of your discussions and
blog postings:
Have you appropriately synthesized the material?
Are both analytical and critical stances taken?
Have you reflected on your own beliefs and practices as it
relates to the readings?
Due: Ongoing
2. New Literacies Research (300 points) Throughout the semester,
we will discuss various types of New Literacies and
multiliteracies. However, even over the course of a semester, we
will not be able to cover all of the New Literacies that are
available to you for use in your classroom. For this assignment,
you will work with a partner to research a topic from a list of
possible New Literacies and provide the class with a multimodal
presentation on the topic. It is expected that the presentations
from each partnership will be on different New Literacies. Due:
4.18 & 4.25
https://www.blogger.com/
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EDRD 3360 – Bennett – Spring 2018 13
3. The Canon and New Literacies Project (400 points) Good
teachers know that their students come to class with varying
reading abilities, interests, and needs. Some students have not had
good experiences with literacy and, thus, resist it. Not only do
teachers face varying literacy interests and abilities, but they
also must prepare their students to master the standards and
standardized assessments. Somehow, this has led to “the canon”, or
those books that have become, essentially, standardized as being
taught at each grade level. However, many kinds of texts and many
forms of literacy can be used to meet the differences in our
students’ reading abilities and interests, as well as standardized
assessment requirements. For this assignment, you will create an
intertextual bridge between a “canonical” novel and New Literacies
while also accounting for popular culture. You can either 1) use
New Literacies as a complement to the “canon” or 2) use New
Literacies instead of the canon. Due: 4.30
ASSIGNMENT POINTS DUE DATE Weekly Classroom & Online
Activities (12) 25 points each/300 total Ongoing
New Literacies Research 300 points 4.18 & 4.25
The Canon and New Literacies Project 400 points 4.30
COURSE POLICIES ATTENDANCE POLICY: Students are solely
responsible for managing their enrollment status in a class;
nonattendance does not constitute a withdrawal.
MAKE-UP AND LATE WORK POLICY: Late work will receive a five
point deduction per day late, including weekends. Students should
consult with me directly about make-up work.
QUIZ/EXAM POLICY: There are no quizzes in this course. There are
no exams in this course.
COURSE TECHNOLOGY: As this is a course with a heavy emphasis on
technology, students must have access to both a laptop/desktop and
the Internet.
FEEDBACK/REPLIES IN A TIMELY MANNER: Emails and phone calls will
be returned within 48 hours, except on weekends. With small
assignments, feedback and grades will be made available to students
within 14 days of submission, not including weekends. For more
substantial assignments, students may expect their grades within
three weeks. Should a delay in grading occur, you will be notified
via email.
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EDRD 3360 – Bennett – Spring 2018 14
COURSE WITHDRAWAL: The Drop/Add period ends on January 16th at
noon. The last day to withdraw without academic penalty is February
28th.
ACADEMIC INTEGRITY: Every KSU student is responsible for
upholding all provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. The Code of
Conduct includes the following:
Section 5 of the Student Code of Conduct addresses the
University’s policy on academic honesty, including provisions
regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of
computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will
be handled through the established procedures of the University
Judiciary Program, which includes either an “informal” resolution
by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of
Conduct’s minimum one semester suspension requirement.
Students involved in off-campus activities shall not act in a
disorderly or disruptive fashion, nor shall they conduct any
dangerous activity.
Students involved in off-campus activities shall not take,
damage or destroy or attempt to take, damage or destroy property of
another.
ACCESSIBILITY: Kennesaw State University provides program
accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their
academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student
Support Services (ext. 6443) and develop an individual assistance
plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the
multicultural variables outlined above.
EDTPA INFORMATION AND EPP POLICY STATEMENTS: Important
information about edTPA and the following EPP Policy Statements are
located on the Bagwell College of Education website.
1. Purpose and Rationale: KSU EPP Conceptual Framework 2. Use of
Technology Statement 3. School-Based Activities Statement 4. KSU
Diversity Statement 5. EPP Diversity Statement 6. Campus Resources
for Writing Statement 7. edTPA Information
http://bagwell.kennesaw.edu/bcoe/epp-syllabus-statementshttp://bagwell.kennesaw.edu/bcoe/epp-syllabus-statements
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EDRD 3360 – Bennett – Spring 2018 15
ADDITIONAL RESOURCES: Barone, T. (1989). Ways of being at risk:
The case of Billy Charles Barnett. The Phi Delta Kappan, 71(2),
147-151. Black, R. (2008). Language, culture and identity in fan
fiction. Adolescents and Online Fan Fiction (pp. 75-
96). New York, NY: Peter Lang. Delpit, L. (1988). The silenced
dialogue: Power and pedagogy in educating other people’s
children.
Harvard Educational Review, 58(3), 280-298. Delpit, L. (1996).
Act your age, not your color. In J. J. Irvine & M. Foster
(Eds.), Growing up African-
American in Catholic schools (pp.116-125). New York, NY:
Teachers College Press. Erstad, O. (2008). Trajectories of
remixing: Digital literacies, media production, and schooling. In
C.
Lankshear & M. Knobel (Eds.), Digital Literacies: Concepts,
policies, and practices (pp. 177-202). New York, NY: Peter
Lang.
Gee, J. (2007). Learning about learning from a video game: Rise
of Nations. Good Video Games and Good Learning (pp. 45-66). New
York, NY: Peter Lang.
Hagood, M.C., Skinner, E.N. Venters, M., & Yelm, B. (2009).
New Literacies and assessments in middle school social studies
content area instruction: Issues for classroom practices. In A.
Burke & R. Hammett (Eds.), Assessing new literacies:
Perspectives from the classroom (pp. 77-93). New York, NY: Peter
Lang.
Ladson-Billings, G. (2006). Yes, but how do we do it? Practicing
culturally relevant pedagogy. In J. Landsman & C. W. Lewis
(Eds.), White teachers/diverse classrooms: A guide to building
inclusive schools, promoting high expectations, and eliminating
racism (pp. 29-42). Sterling, VA: Stylus.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0:
aka the remix. Harvard Educational Review, 84(1), 74-84.
Lankshear, C. and Knobel, M. (2013). Introduction: Social and
cultural studies of New Literacies from an educational perspective.
In C. Lankshear & M. Knobel (Eds.), A New Literacies reader:
Educational perspectives (pp. 1-19). New York, NY: Peter Lang.
Luehmann, A., Henderson, J., & Tinelli, L. (2011).
Supporting pre-service teachers’ development: The case of blogging
in the Get Real! Science teacher preparation program. In A.
Luehmann & R. Borasi (Eds.), Blogging as Change: Transforming
Science and Math Education through New Media Literacies (pp.
236-270). New York, NY: Peter Lang.
Strong-Wilson, T., & Rouse, D. (2012). New wine in old
bottles?: Remediation, teacher as bricoleur, and the story of
Antaerus. In T. Strong-Wilson (Ed.), Envisioning New Technologies
in Teacher Practice (pp. 67-96). New York, NY: Peter Lang.
Thomas, A. (2007) Youth participation: Learning and growth in
the forum. Youth online: Identity and literacy in the digital age
(pp. 94-112). New York, NY: Peter Lang.
Vasudevan, L., Dejaynes, T., & Schmier, S. (2010).
Multimodal pedagogies: Playing, teaching and learning with
adolescents’ digital literacies. In D. Alvermann (Ed.),
Adolescents’ Online Literacies: Connecting classrooms, digital
media, and popular culture (pp. 5-26). New York, NY: Peter
Lang.