Handbook of research on new literacies (original) (raw)
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The handbook of research in new literacies explores an increasingly urgent question for educational research: How do the Internet and other information and communication technologies (ICTs) alter the nature of literacy? The answers are likely to provide some of the most important insights about our literacy lives that we may acquire during this century. The answers will also be some of the hardest to obtain, largely because we currently lack adequate theories , constructs, and methods to match the complexity of the question. This volume begins the important work required to integrate the many insights found in multiple lines of research so that we might explore this question in all of the richness and complexity that it deserves. We seek to advance the study of new literacies by bringing together, for the first time, research taking place around the world in widely diverse disciplines , with even more diverse theoretical frameworks and still more diverse ER56528_Book.indb 1 1/18/08 10:37:48 AM
Reading Research Quarterly, 2009
T he Handbook of Research on New Literacies was published with some very ambitious goals. In the preface to the volume, the editors suggest that they expect the volume to capture the emergence of this new area of research, to inform others, and to begin the construction of an important new area of inquiry…to provide the central leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research on new literacies. The Handbook helps us to begin the bold new thinking required to reconceptualize literacy research.
Envisioning New Literacies Through a Lens of Teaching and Learning
The Reading Teacher, 2012
ully functioning in the 21st century requires using new literacies that include the skills, strategies, and dispositions necessary to adapt to changing technologies influencing all aspects of life. In fact, Leu, Kinzer, Coiro, and Cammack (2004) noted, "As the medium of the message changes, comprehension processes, decoding processes, and what 'counts' as literacy activities must change to reflect readers' and authors' present-day strategies for comprehension and response" (p. 1572). New literacies in literature and in practice span a broad spectrum of concepts, from literacy as a social and cultural practice (Heath, 1983; Street, 1984), to literacy as digitally mediated (Coiro et al., 2008; Davies & Merchant, 2008), to literacy as multimodal and as invoking multiliteracies (Cope & Kalantzis, 2000; Kress, 2003) and as encompassing eclectic texts, found or handmade artifacts, small mobile devices, and tablets (Pahl & Rowsell, 2010). Although literacy is clearly changing in the world, schools continue to privilege traditional texts, beliefs, and forms of reading and writing. Therefore, many authors and researchers of new literacies believe it is imperative that school literacy be reconceptualized for the 21st century. New literacies are not often observed in actual classroom practice (Stolle, 2008); View students deeply reading multiple text types, analyzing and challenging those texts, and subsequently creating texts that demonstrate their understanding of new and critical literacies.
Book Review: Handbook of Research on New Literacies
Contemporary Educational Technology, 2012
This edited handbook has six main parts with a total of 38 chapters. The first main part is about Methodologies, the second Knowledge and Inquiry, the third Communication, the fourth Popular Culture, Community, and Citizenship in the Context of Everyday Literacies, the fifth Instructional Practices and Assessment, and the final chapter Multiple Perspectives on New Literacies Research. The book also provides descriptive information about the authors writing the chapters. There are two carefully-prepared indexes at the end, one for the authors and the second for the subjects.