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Zusatztext "The greatest strength of this book is the potential it has for fostering communication about the future of literacy and technology. This book provides a common ground for conversation among researchers, teacher educators, administrators, and teachers across disciplines and grade levels. This dialogue is essential if we are to fully explore the relation between technology and literacy....may be the turning point in defining the focus of future conversation and research." — Reading Online "This well-organized, carefully edited volume provides another valuable resource for scholars, teachers, and curriculum specialists seeking a comprehensive, up-to-date, authoritative, scholarly introduction to the discourse on the interrelationships between literacy, technology, education, and sociocultural change." — CHOICE "This book is likely to become a standard reference in all aspects of technology and literacy. That clearly is its goal, and it succeeds very well." — VATME Newsletter "The book provides a common ground for conversation among researchers, teacher educators, administrators, and teachers. It demonstrates well that literacy and technology are inseparable, and, as such, have and will continue to transform the way we understand literacy in the future. It makes an enormous contribution to this transformation." — British Journal of Educational Psychology "The result is an interesting, thought-provoking and intense volume of 20 chapters that the editors hope will lead to further dialogue and debate by others about technology, literacy, and transformations....it certainly provides a compendium of knowledge, research, and examples that both novice and expert will find useful." — The educational Forum "This volume is an important collection of essays and research reports that brings together many of the leading scholars in the field....it keeps its primary focus on the future and the potential for technology to transform the nature of literacy and encourage reform of the schools. A set of common themes makes the book more coherent than most such volumes. Reinking, in an introductory chapter, does an excellent job of defining and explaining the main themes of the book....Anyone interested in thinking broadly about the potential impact of technology on literacy and literacy learning will find the book rewarding." — Journal of Educational Computing Research Zusammenfassung Edited volume - focuses on transformations of literacy by new technologies (in text, in roles of reader and writer, in schools, in instruction, in society, and in research) in a society increasingly dependent on electronic forms of reading and writing. Inhaltsverzeichnis Contents: D. Reinking, Introduction: Synthesizing Technological Transformations of Literacy in a Post-Typographic World. Part I: Transforming Text. J.D. Bolter, Hypertext and the Question of Visual Literacy. L. Anderson-Inman, M.A. Horney, Transforming Text for At-Risk Readers. M.C. McKenna, Electronic Texts and the Transformation of Beginning Reading. Part II: Transforming Readers and Writers. J. Myers, R. Hammett, A.M. McKillop, Opportunities for Critical Literacy and Pedagogy in Student-Authored Hypermedia. L.D. Labbo, M. Kuhn, Electronic-Symbol Making: Young Children's Computer-Related Emerging Concepts About Literacy. R. Beach, D. Lundell, Early Adolescents' Use of Computer-Mediated Communication in Writing and Reading. Part III: Transforming Schools and Classrooms. G. Fawcett, S. Snyder, Transforming Schools Through Systemic Change: New Work, New Knowledge, New Technology. L. Neilsen, Coding the Light: Rethinking Generational Authority in a Rural High School Telecommunications Proje...
