New Literacies

McGraw-Hill Education (UK)
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The new edition of this popular book takes a fresh look at what it means to think of literacies as social practices.
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About the author

Colin Lankshear is a freelance researcher and writer based in Mexico. He is currently an adjunct professor at James Cook University, Australia, and McGill and Mount St Vincent Universities, Canada.

Michele Knobel is Professor of Education at Montclair State University, USA.

Colin Lankshear is a freelance researcher and writer based in Mexico. He is currently an adjunct professor at James Cook University, Australia, and McGill and Mount St Vincent Universities, Canada.

Michele Knobel is Professor of Education at Montclair State University, USA.

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Additional Information

Publisher
McGraw-Hill Education (UK)
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Published on
Jul 1, 2011
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Pages
298
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ISBN
9780335242177
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Language
English
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Genres
Language Arts & Disciplines / Literacy
Social Science / Media Studies
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Content Protection
This content is DRM protected.
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Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections:

Methodologies

Knowledge and Inquiry

Communication

Popular Culture, Community, and Citizenship: Everyday Literacies

Instructional Practices and Assessment

Multiple Perspectives on New Literacies Research

FEATURES

Brings together a diverse international team of editors and chapter authors

Provides an extensive collection of research reviews in a critical area of educational research

Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies

Establishes important space for the emerging field of new literacies research

Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research.

The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.

'Immensely enjoyable, and essential reading for all educators. It addresses in a comprehensive way how we might enhance literacy and subject-based education using information and communications technologies.'

Ron Lake, Principal, Bendigo Senior Secondary College, Victoria

'...a critical and much needed theoretical text for educators who want to know why they are using technology...Its great strength is its detailed account of how technology is shaping the kinds of communication literacies which will inform life in the future.'

Mary Mason, Associate Principal: Learning Communities, Wesley College, Melbourne

'This isn't reading for techno-nerds only, but for all teachers coming to grips with new kinds of students and new kinds of technologies.'

Allan Luke, Professor, Graduate School of Education, University of Queensland

Teachers and Technoliteracy examines the use of technology in education. Drawing on detailed case studies the authors show how schools in different settings can establish sustainable and appropriate technology infrastructure. They also show how to develop teaching practices which not only enhance technology skills, but a range of literacy skills as well. Analysis of education technology policy reveals how a working understanding of policy is crucial to making the right technology decisions in schools.

The authors argue that educational principles should not be sacrificed to the 'technological dance', nor to the escalating corporatisation of education with which new technology is so closely associated. Rather, they demonstrate how technology can be put to the service of education, and not only make it more effective, but enrich it as well.

Teachers and Technoliteracy is a valuable professional reference for school principals and for teachers working with technology. It is also an excellent student text for university courses on computers and education.
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