Since the dawn of the digital era, the transfer of knowledge has shifted from analog to digital, local to global, and individual to social. Complex networked communities are a fundamental part of these new information-based societies. Emerging Pedagogies in the Networked Knowledge Society: Practices Integrating Social Media and Globalization examines the production, dissemination, and consumption of knowledge within networked communities in the wider global context of pervasive Web 2.0 and social media services. This book will offer insight for business stakeholders, researchers, scholars, and administrators by highlighting the important concepts and ideas of information- and knowledge-based economies.
The application of emerging technology in educational settings has proven to significantly enhance students’ experiences. These tools provide better learning opportunities and engagement between students and instructors. Integration of Cloud Technologies in Digitally Networked Classrooms and Learning Communities is a pivotal reference source for the latest scholarly research on the implementation of cloud pedagogies and innovations in classroom environments. Highlighting concepts related to learning engagement, curriculum design, and theoretical perspectives, this book is ideally designed for researchers, practitioners, professionals, and students interested in the use of cloud technology in digital classrooms.
"This book examines the production, dissemination, and consumption of knowledge within networked communities in the wider global context of pervasive Web 2.0 and social media services"--
Understanding digital modes and practices of traditional rhetoric are essential in emphasizing information and interaction in human-to-human and human-computer contexts. These emerging technologies are essential in gauging information processes across global contexts. Digital Rhetoric and Global Literacies: Communication Modes and Digital Practices in the Networked World compiles relevant theoretical frameworks, current practical applications, and emerging practices of digital rhetoric. Highlighting the key principles and understandings of the underlying modes, practices, and literacies of communication, this book is a vital guide for professionals, scholars, researchers, and educators interested in finding clarity and enrichment in the diverse perspectives of digital rhetoric research.
This book explores emerging pedagogical perspectives based on the design of new learning spaces supported by digital technologies and brings together some of the best research in this field. The book is divided into three themes: foundations of emerging pedagogies, learning designs for emerging pedagogies and, adaptive and personalized learning. The chapters provide up-to-date information about new pedagogical proposals, and examples for acquiring the requisite skills to both design and support learning opportunities that improve the potential of available technologies.
Pedagogical Opportunities of the Review Genre unleashes the pedagogical potential of the review genre, reframing the act of reviewing of cultural products as a communicative practice from a pedagogical perspective. Negotiating between traditions of journalism and media studies and pedagogy, the author presents a novel approach that will increase the readers’ understanding of an activity that is on the increase in an era where 'everyone can be a critic'. She identifies, describes, and develops genre-based pedagogies in formal, non-formal, and informal contexts of learning and teaching, in order to recontextualize the review as a form of learning and rethink of its potential as an inclusive, engaging, and a transformative critical cultural practice. This innovative and truly interdisciplinary study will interest students and researchers in the areas of media literacy, digital media, media and communication studies, cultural studies, sociology of arts, and pedagogical studies – in particular, cultural journalism and criticism, audience studies, cultural production, and cultural mediation, as well as critical media pedagogy and literacy studies.
Praise for this book This is much anticipated book that investigates a less explored area of rhetoric and writing in a non-Western and indigenous context. Well-crafted arguments from Dr. Marohang Limbu’s comprehensive research help build a strong and compelling case to study indigenous identities from a thought-provoking perspective. – Yowei Kang, PhD, Assistant Professor National Taiwan Ocean University, Taiwan This is an important and ambitious work that crosses linguistic, cultural, and geographic boundaries. In doing this transdisciplinary scholarship, Limbu is making key contributions to indigenous and scholarly communities. In bridging these areas, his scholarship informs work in writing and language studies, cultural rhetorics, and globalization. – Steven Fraiberg, PhD, Associate Professor Michigan State University, USA The book, based on the fieldwork in four countries (Nepal, India, UK, and USA) across four continents, on the development of Sirijanga script and Limbu culture and history promises to bring deep insights, relying on oral history, archival and archeological research, and interviews, on how culture and traditions of an indigenous people survived inhospitable political regimes in Nepal and India, and how the community and network of activists across contingents are working to preserve and expand it after the advent of open political regimes in South Asia. – Mahendra Lawoti, PhD, Professor Western Michigan University, USA Limbu’s groundbreaking book informs indigenous rhetorics and provides a new methodology for ethnohistorical research. Scholars looking to understand how to ground their research in indigenous contexts can employ his “delinking, relinking and linking” methodology to connect with various populations. Limbu’s historical uncovering of Himalayan Yakthung writing traditions, oral history, and culture makes the case that global digital communities can help span local, regional, and transnational contexts and inform indigenous rhetorics in surprising new ways. – Gustav Verhulsdonck, PhD, Assistant Professor Central Michigan University, USA Marohang Limbu has done a superb job at canvassing his own delinking, relinking, and linking theory in Yakthung’s writing, rhetoric, and customary traditions, and this book adds a milestone and becomes invaluable asset in the history of Yakthung writing and rhetorics. – Ambar J. Limbu, Associate Professor Tribhuvan University, Nepal This book is an extremely rich, immensely persuasive, and utterly compelling piece of substantive Yakthung writing and rhetoric documentation, including analyses and interpretations. It demonstrates the immense power of Marohang’s delinking, relinking, and linking theory in the context of the 21st century both in academic and popular cultures. – Govinda B. Tumbahang, PhD, Former Governor Region No. 1, Nepal Marohang Limbu has explored Yakthung Indigenous historical cultural artifacts, oral texts, and documents and analyzed and interpreted the way they have never been done until the 21st century. This book will contribute a lot and will add a milestone in the history of Himalayan Yakthung Indigenous studies. – Arjun Limbu, Associate Professor Limbuwan Study Center, Nepal Marohang Limbu’s book is judicious, informed, and incisive, inviting the enthusiast into a serious of critical engagement with even the most difficult selections while avoiding the simplistic categories that mar too many anthologies. In this book, Limbu makes compelling arguments on the exploration, interpretation, and documentation of Himalayan Indigenous writing and rhetorics ever anybody has done to the ground reality.
A student’s learning experience can be enhanced through a multitude of pedagogical strategies. This can be accomplished by visually engaging students in classroom activities. Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum is a pivotal reference source that examines the role of visual-based stimuli to create meaningful learning in contemporary classroom settings. Highlighting a range of relevant topics such as writing composition, data visualization, and literature studies, this book is ideally designed for educators, researchers, professionals, and academics interested in the application of visual imagery in learning environments.
People currently live in a digital age in which technology is now a ubiquitous part of society. It has become imperative to develop and maintain a comprehensive understanding of emerging innovations and technologies. Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications is an authoritative reference source for the latest scholarly research on techniques, trends, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications, this multi-volume book is ideally designed for academics, technology developers, researchers, students, practitioners, and professionals interested in the importance of understanding technological innovations.
This book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP’s 2009 publication, ICT for Education, Development and Social Justice. The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.
