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:
- Knowledge and Inquiry
- Popular Culture, Community, and Citizenship: Everyday Literacies
- Instructional Practices and Assessment
- Multiple Perspectives on New Literacies Research
- 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.
Table of Contents
1. Introduction: Central Issues In New Literacies And New Literacies Research Part 1: Methodologies 2. Toward A Connective Ethnography Of Online/Offline Literacy Networks 3. Large-Scale Quantitative Research On New Technology in Teaching and Learning 4. Converging Traditions Of Research On Media And Information Literacies: Disciplinary, Critical, And Methodological Issues 5. The Conduct Of Qualitative Interviews: Research Questions, Methodological Issues, And Researching Online 6. The Case Of Rebellion: Researching Multimodal Texts 7. Experimental And Quasi-Experimental Approaches To The Study Of New Literacies Part 2: Knowledge and Inquiry 8. Learning, Change, And Power: Competing Frames Of Technology And Literacy 9. The Web As A Source Of Information For Students In K-12 Education 10. Where Do We Go Now? Understanding Research On Navigation In Complex Digital Environments 11. The Changing Landscape Of Text And Comprehension In The Age Of New Literacies 12. Exploring Culture In The Design Of New Technologies Of Literacy 13. Multimedia Literacy 14. Multiliteracies And Metalanguage: Describing Image/Text Relations As A Resource For Negotiating Multimodal Texts Part 3: Communication 15. Mediating Technologies And Second Language Learning 16. Of A Divided Mind: Weblog Literacy 17. People, Purposes, And Practices: Insights From Cross-Disciplinary Research Into Instant Messaging 18. Gender In Online Communications Part 4: Popular Culture, Community, and Citizenship: Everyday Literacies 19. Intersections of Popular Culture, Identities, And New Literacies Research 20. College Students And New Literacy Practices 21. Just Don’t Call Them Cartoons: The New Literacy Spaces Of Animé, Manga, And Fanfiction 22. Cognition And Literacy In Massively Multiplayer Online Games 23. Video Game Literacy: A Literacy Of Expertise 24. Community, Culture And Citizenship In Cyberspace 25. New Literacies And Community Inquiry Part 5: Instructional Practices and Assessment 26. Digital Writing In The Early Years 27. Teaching Popular Culture Texts In The Classroom 28. Using New Media In The Secondary English Classroom 29. The Price Of Information: Critical Literacy, Education, And Today’s Internet 30. Multimodal Instructional Practices 31. Multimodal Reading And Comprehension In Online Environments 32. Assessing New Literacies In Science and Mathematics 33. Learning Management Systems and Virtual Learning Environments: A Higher Education Focus Part 6: Multiple Perspectives on New Literacies Research 34. Savannah: Mobile Gaming And Learning? 34a. Being a Lion And Being A Soldier: Learning And Games 34b. Savannah: Mobile Gaming and Learning: A Review Commentary 35. The Nature Of Middle School Learners? Science Content Understandings With The Use Of On-Line Resources 35a. Intertextuality and the Study of New Literacies: Research Critique and Recommendations 35b. Internet Pedagogy: Using the Internet to Achieve Student Learning Outcomes 1. Instant Messaging, Literacies, and Social Identities 36a. An Essay Review Of The Lewis & Fabos Article On Instant Messaging 36b. Thoughts On The Lewis & Fabos Article On Instant Messaging 1. L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet 37a. Critical Review: L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet. 37b. A Commentary On "L2 Literacy, Electronic Representation of Self, and Social Networking" The journey ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in their K–12 Classrooms 38a. Researching Technology And Literacy: Thirteen Ways Of Looking At A Blackboard 38b Internet Literacy Influences: A Review of Karchmer (2001).
Julie Coiro is an Assistant Research Professor in the Department of Curriculum and Instruction and a Director of The New Literacies Research Lab at the University of Connecticut. Her research focuses on online reading comprehension, new literacies of the Internet, and effective practices for technology integration and professional development.
Michele Knobel is Professor of Education at Montclair State University. She spends a good deal of her time investigating everyday literacy practices--especially those involving digital technologies.
Colin Lankshear is Professor of Education at James Cook University and Visiting Scholar at McGill University. His academic interests include sociocultural studies of new literacies in popular culture and the practice of teacher research.
Donald J. Leu is the John and Maria Neag Endowed Chair of Literacy and Technology and a Director of the New Literacies Research Lab at the University of Connecticut. He studies the new literacies of online reading comprehension and instructional practices that improve students’ ability to read, communicate, and learn with the Internet.