Youth are called upon to improvise and construct themselves symbolically in a continuously connected world, yet new teachers and students are still expected to learn and deliver scripted curriculum. This volume argues for improvisation as an approach to curriculum that recognizes the fundamentally creative aspects of learning. It outlines a two-year research project performed in a Canadian middle school, where school staff used student filmmaking as a way to expand teachers' conceptions of literacy, and analyzes the response of students and parents as well as the student teachers that brought the program to the school.

1. The genesis of the improvisation Michael Corbett 2. Improvising the curriculum Michael Corbett 3. "Going with the flow": Social class and student perceptions of an improvised curriculum Michael Corbett 4. "It's working, seize it": Preservice teachers and the Kantian challenge Jennifer N. Rowe and Michael Corbett 5. "It didn't matter where they were academically, they were all into it": Experienced Teachers' Perspectives on Improvisation and Curriciulum Mary Green 6. "It's a Very Different World for These Kids": Parents' Perspectives on Digital Literacy Curriculum and Schooling Ann Vibert 7. Improvisation as a curricular metaphor: Why now and why here? Michael Corbett

Michael Corbett is Professor of Rural and Regional Education in the Faculty of Education at the University of Tasmania.

Ann Vibert is Professor and Director of the School of Education at Acadia University.

Mary Green is an Adjunct Professor in the School of Education at Acadia University.

Jennifer N. Rowe is a Doctoral Candidate in Education at Memorial University.