Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices: Knowledge, Tools, and Strategies for the ELA Classroom

To embrace today’s culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning. Addressing how the use of digital tools and literacy practices can be woven into current ELA curricula, and with consistent sections, each chapter covers a different aspect of digital tool use, including multimodal texts, critical media literacies, connection-building, and digital composing. Understanding that no classroom is a monolith, Barnes and Marlatt’s timely text presents practical applications and resources suitable for different environments, including urban and rural contexts. The volume is essential reading in courses on ELA/literacy methods and multicultural education.

Table of Contents:
Introduction Part I. Moving toward Multimodality 1. Teaching Multimodal Texts for Equity 2. Leveraging Digital Tools to Enhance Social-Emotional Learning Practices 3. Black Modalities Part II. Moving toward Critical Media Literacy 4. When you know better, do better 5. Forging Communities in Contested Spaces 6. Navigating the Benefits and Harms of Media and Digital Tools in the Age of Disinformation, Digital Surveillance, and Misinformation Part III. Moving toward Connection 7. Bridging Time, Space, and Experience 8. From Awareness to Action 9. Cultivating Emancipatory Spaces for Black Girls’ Digital and STEM Literacies Part IV. Moving toward Digital Composition 10. Framing Digital Composition in Classrooms 11. Fostering Digital Literary Literacies 12. Affirming Students' Multiple Literacies through Literacy Autoethnographies

About the Author :
Meghan E. Barnes is Associate Professor of English Education at the University of North Carolina at Charlotte. Rick Marlatt is Professor of English Language Arts and Literacy at New Mexico State University and currently serves as Director of the School of Teacher Preparation, Administration, and Leadership.

Review :
"This timely text is a must read for all teachers of English Language Arts in our contemporary moment. Focusing on the plethora of opportunities afforded by digital tools as well as the complex nature of student's literacies, it provides tangible activities, strategies, and platforms for classroom integration while simultaneously challenging us to critically consider systems of power and the pedagogical implications of teaching in a digital world." -Ashley S. Boyd, Associate Professor of English Education, Washington State University “Bringing together leading scholars in the field of English Language Arts, this book is profound in its conceptualizations of the connections between digital literacy and learner diversity and rich in its depiction of learning practices. Its authors are pathbreakers in their respective areas of expertise, traversing some of the most pressing challenges for English Language Arts today: the essential multimodality of culture and communications in the digital era; strategies for the negotiation of learner diversity; the necessity of socio-emotional connection to learning; and the shoals of ideology that nowadays present ever-present hazards in the navigation of textual value. The ideas and approaches presented in the book are innovative and fresh. At the same time, they are of long-term relevance and I am certain it will prove to be of lasting significance to the field of English Language Arts.” -Mary Kalantzis, Professor of Education Policy, Organization and Leadership, University of Illinois Urbana-Champaign