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. |
From inside the book
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... word technology in the same sentence, let alone combined to form the title of a book. That it is not unusual for these words ... processing, people began to view the computer as a useful tool for everyday work, and beyond work, as a device ...
... word technology in the same sentence, let alone combined to form the title of a book. That it is not unusual for these words ... processing, people began to view the computer as a useful tool for everyday work, and beyond work, as a device ...
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... word processing as a new tool for writing and by the new instructional options computers offered for teaching conventional reading and writing skills (Reinking & Bridwell-Bowles, 1991). Researchers also began attending to these ...
... word processing as a new tool for writing and by the new instructional options computers offered for teaching conventional reading and writing skills (Reinking & Bridwell-Bowles, 1991). Researchers also began attending to these ...
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... process of applying ink to paper has remained unchanged. Although there has been a strong tendency to interpret new digital technologies as merely extensions of print technologies (e.g., word processors attached to printers [Bolter ...
... process of applying ink to paper has remained unchanged. Although there has been a strong tendency to interpret new digital technologies as merely extensions of print technologies (e.g., word processors attached to printers [Bolter ...
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... process writing and reading for meaningful purposes that provided the rationale for some comprehensive computer-based ... word in this book's title implies a strong general prediction. That is, we are moving to a posttypographic world in ...
... process writing and reading for meaningful purposes that provided the rationale for some comprehensive computer-based ... word in this book's title implies a strong general prediction. That is, we are moving to a posttypographic world in ...
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... word post-typographic needs to be addressed. The prefix post-, although ... process of using molded metal forms (i.e., type) to imprint ink on paper, it ... word post-typographic in the title alludes to the narrower, more literal ...
... word post-typographic needs to be addressed. The prefix post-, although ... process of using molded metal forms (i.e., type) to imprint ink on paper, it ... word post-typographic in the title alludes to the narrower, more literal ...
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 | |
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Handbook of Literacy and Technology: Transformations in a Post ..., Volume 1 David Reinking No preview available - 1998 |
Common terms and phrases
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