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Original Article
iPed
Pedagogy for Digital Text Production
Article first published online: 29 SEP 2011
DOI: 10.1598/RT.65.1.11
© 2011 International Reading Association
Additional Information
How to Cite
Mills, K.A. & Levido, A. (2011). iPed. The Reading Teacher: A Journal of Research-Based Classroom Practice, 65(1), 80–91. doi: 10.1598/RT.65.1.11
Publication History
- Issue published online: 29 SEP 2011
- Article first published online: 29 SEP 2011
Keywords:
- Digital/media literacies;
- New literacies;
- Specific media (hypertext Internet film music etc.);
- Visual literacy;
- Research methodology;
- Formative experiments;
- design experiments;
- Strategies;
- methods;
- and materials;
- Instructional models;
- Theoretical perspectives;
- Vygotskian;
- Writing;
- Audience;
- Genres;
- Modes;
- Purpose
Abstract
Reading and writing are being transformed by global changes in communication practices using new media technologies. This article introduces iPed, a research-based pedagogy that enables teachers to navigate innovative digital text production in the literacy classroom. The pedagogy was generated in the context of a longitudinal digital literacy intervention in a school that services low-socioeconomic and ethnically diverse students. The iPed pedagogy synthesizes four key pedagogies that were salient in the analysis of over 180 hours of lesson observations: link, challenge, cocreate, and share. The strengths of iPed include connecting to students' home cultures, critical media literacy, collaborative and creative digital text production, and gaining cosmopolitan recognition within global communities.