Handbook of Literacy and Technology: Transformations in A Post-typographic WorldDavid Reinking, Michael C. McKenna, Linda D. Labbo, Ronald D. Kieffer The major shift going on today in the technologies of reading and writing raises important questions about conventional conceptions of literacy and its role in education, society, and culture. What are the important characteristics of electronic forms of reading and writing distinguishing them from printed forms? To what extent and in what ways is literacy being transformed by new technologies? This central question is addressed in this volume from diverse, multidisciplinary perspectives. The contributing authors focus on a guiding question in one of the following areas, which correspond to the major sections of the book: *Transforming Texts. What are the new differences between printed and electronic texts, and what are the implications of new textual forms for defining literacy, especially in regard to teaching and learning in schools? *Transforming Readers and Writers. How do electronic reading and writing change conceptualizations of literacy development from childhood through adulthood? *Transforming Classrooms and Schools. What are the effects of introducing new reading and writing technologies into schools and classrooms? *Transforming Instruction. How can instruction be adapted in response to the changing literacy landscape, and how can teachers and students exploit forms of reading and writing to enhance teaching and learning? *Transforming Society. What are the broad societal implications of the increasing prevalence of electronic forms of reading and writing? *Transforming Literacy Research. What are the questions that must be addressed as digital reading and writing become more common, and what approaches to research will be most useful in addressing those questions? This volume is the result of an interactive process. The contributors met as a group to discuss drafts of their chapters at a one-day meeting convened and sponsored by the National Reading Research Center, and had read each others' chapters prior to this gathering. That meeting was followed by a two-day conference attended by approximately 180 researchers, educators, and policymakers who responded to an open invitation to present papers and to attend sessions focusing on the six major themes of the book. Contributors then revised their chapters based on interactions with fellow contributors, conference participants, and volume editors. Thus, this work is more than just a compilation of the individual authors' views. Rather, it represents a synthesis of a broad range of current thinking about how literacy is being and may be transformed by technology. |
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... learning (Vygotsky, 1978) to the ideological, such as critical pedagogy (Freire, 1983) and feminism (Commeyras ... learning the abc's; it is learning to use the resources of writing for a culturally defined set of tasks and procedures ...
... learning (Vygotsky, 1978) to the ideological, such as critical pedagogy (Freire, 1983) and feminism (Commeyras ... learning the abc's; it is learning to use the resources of writing for a culturally defined set of tasks and procedures ...
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... learning. TEACHING AND LEARNING IN A VISUAL CULTURE Computer technology thus challenges our notions of literacy on several levels. The first challenge is to traditional definitions of good and effective writing and reading. As I have ...
... learning. TEACHING AND LEARNING IN A VISUAL CULTURE Computer technology thus challenges our notions of literacy on several levels. The first challenge is to traditional definitions of good and effective writing and reading. As I have ...
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... learning to read and reading to learn. The adoption of such a broad, functional definition for the term at-risk reader is in keeping with movement in the field of education toward inclusive instructional programs for students with ...
... learning to read and reading to learn. The adoption of such a broad, functional definition for the term at-risk reader is in keeping with movement in the field of education toward inclusive instructional programs for students with ...
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... Learning from Text (SALT). Designed to help students with learning disabilities and other types of at-risk readers, the documents created using SALT provide students with three types of support: (a) compensatory support to improve ...
... Learning from Text (SALT). Designed to help students with learning disabilities and other types of at-risk readers, the documents created using SALT provide students with three types of support: (a) compensatory support to improve ...
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Contents
Early AdolescentsUse of ComputerMediated Communication in Writing | |
Electronic Texts and the Transformation of Beginning Reading 45 | |
TRANSFORMING READERS AND WRITERS 61 | |
Young Childrens ComputerRelated Emerging Concepts | |
TRANSFORMING SCHOOLS AND CLASSROOMS 113 | |
Grounding the Design of New Technologies for Literacy and Learning in Teachers | |
Is It the End of TransmissionOriented Pedagogy? 221 | |
TRANSFORMING SOCIETY 234 | |
Crisscrossing Symbol | |
Toward an Ecological Model of Literacy 269 | |
Transforming Meanings and Media 283 | |
TRANSFORMING LITERACY RESEARCH 321 | |
Literacy Research Oriented Toward Features of Technology and Classrooms 343 | |
Rethinking Generational Authority in a Rural High School | |
Technology Transformations in a FirstGrade | |
TRANSFORMING INSTRUCTION 165 | |
Transforming Preservice Education 185 | |
Author Index 361 | |
Subject Index 369 | |
Other editions - View all
Handbook of Literacy and Technology: Transformations in a Post ..., Volume 1 David Reinking No preview available - 1998 |
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activities adult Anderson-Inman authors become beginning readers Boo Radley boogie boarding Center chap chapter child classroom CMC exchanges cognitive collaborative communication concepts construct context create critical literacy culture curriculum decoding discussion e-mail effects electronic portfolios electronic symbol environment example experience explore graphics HyperCard hypermedia hypertext icon images interaction Internet issues Journal juxtaposed knowledge Kunwinjku Labbo language learners learning Lemke linked literacy research meaning messages multimedia multimedia literacy National Reading Conference Native American participants Paulo Freire perspective Pocahantas portfolio post-typographic potential practice preservice Press printed problems pronunciations questions reading and writing Reading Research Reinking role screen semiotic skills social supported text symbol talking books teachers teaching thinking transformation U.S. Congress University visual word processing workplace World Wide Web York