Resources
To learn more about refugees, their plight, and how international organizations and law handles their situations, visit www.unhcr.org.
For more information about the local nonprofit organization in Clarkston, GA, Refugee Family Services, visit them on the web at www.refugeefamilyservices.org.
For endless hours of fun and digital literacy practice, go to www.storybird.com.
For more information about the local nonprofit organization in Clarkston, GA, Refugee Family Services, visit them on the web at www.refugeefamilyservices.org.
For endless hours of fun and digital literacy practice, go to www.storybird.com.
References
Hull, Glynda A. & Nelson, Mark. (2005) Locating the Semiotic Power of Multimodality. Written
Communication. 22: 224.
Sewell, William C. & Denton, Shawn. (2011) Multimodal Literacies in the Secondary English
Classroom. English Journal. 100.5 p. 61-65.
Smythe, S. & Neufeld, P. (2010) "Podcast Time": Negotiating Digital Literacies and
Communities of Learning in a Middle Years ELL Classroom. Journal of Adolescent and Adult
Literacy. 53(6) p. 488-496.
Walsh, Christopher, A. (2007) Creativity as capital in the literacy classroom: youth as multimodal
designers. Literacy: A United Kingdom Literacy Association Publication. 41(2) p. 79-85.
Walsh, M. (2010) Multimodal Literacy: What does it mean for classroom practice? Australian
Journal of Lanugage and Literacy. 33(3) p.211-239.
Communication. 22: 224.
Sewell, William C. & Denton, Shawn. (2011) Multimodal Literacies in the Secondary English
Classroom. English Journal. 100.5 p. 61-65.
Smythe, S. & Neufeld, P. (2010) "Podcast Time": Negotiating Digital Literacies and
Communities of Learning in a Middle Years ELL Classroom. Journal of Adolescent and Adult
Literacy. 53(6) p. 488-496.
Walsh, Christopher, A. (2007) Creativity as capital in the literacy classroom: youth as multimodal
designers. Literacy: A United Kingdom Literacy Association Publication. 41(2) p. 79-85.
Walsh, M. (2010) Multimodal Literacy: What does it mean for classroom practice? Australian
Journal of Lanugage and Literacy. 33(3) p.211-239.