MARC details
| 000 -LEADER |
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| fixed length control field |
01869nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20211208154407.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
121206b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780335213467 |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
Krishna |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
373.26 MON |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Teaching secondary school literacies with ict : |
| Remainder of title |
learning and teaching with information and communications technology / |
| Statement of responsibility, etc |
edited by Moira Monteith. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
England : |
| Name of publisher, distributor, etc |
Open university press, |
| Date of publication, distribution, etc |
2005. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiii, 169 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
includes references and index. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
There is an immensely important conjunction between literacy and Information and Communications Technology (ICT). This book considers the application of ICT in raising and widening literacy achievements within the classroom, and explores ways that ICT can be harnessed to help students develop their literacy skills. "Teaching Secondary School Literacies with ICT" supports educators in this aim by offering creative examples of good practice. It provides commentary and research into what adolescent students are doing, both in formal education and socially, with regard to ICT and literacy, including: computer mediated communication; literacy implications of computer games and chatrooms; and, parents and children using the internet at home, and the implicit literacy skills involved. Several contributors provide useful insights into the debate around teenage literacy cultures and literacy in schools. For example, in schools, word processing and keyboard skills are valued; yet thumb-controlled technologies (games con- soles, texting) are denigrated <br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Literacy |
| General subdivision |
Computer-assisted instruction. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Literacy |
| General subdivision |
Study and teaching (Secondary) |
| -- |
Data processing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
LANGUAGE ARTS & DISCIPLINES |
| General subdivision |
General. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Monteith, Moira . |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
