International Handbook of Research in Digital Literacies

Description

The International Handbook of Research in Digital Literacies offers a timely and multidimensional portrait of priorities shaping digital literacies research and practice today. The volume assembles scholars from around the world who are advancing new lines of inquiry across rapidly evolving, interdisciplinary fields of study to expand digital literacies research, practice, and policy.... Read more

Editor(s)

Biography

Jill Castek is Professor of Literacy, Technology & Bi/multilingual Learners and STEM Education in the College of Education at the University of Arizona (USA).

Julie Coiro is Professor of literacy in the Feinstein College of Education at the University of Rhode Island (USA).

Elena E. Forzani is Assistant Professor of Literacy Education at Boston University’s Wheelock College of Education & Human Development (USA).

Michelle S. Hagerman is Associate Professor of Educational Technologies in the Faculty of Education at Université d’Ottawa | University of Ottawa (Canada).

Carita Kiili is Associate Professor in the Faculty of Education and Culture at Tampere University (Finland).

Jesse R. Sparks is the Director of Research on Personalized Assessment at the ETS Research Institute (USA).

Critics' Reviews

“Not since the publication of the Handbook of Research on New Literacies (Coiro, Knobel, Lankshear, & Leu, 2008) has there been such an expansive volume dedicated to one of the most foundational and pervasive forms of literacy in modern society—digital literacy. The scholarly team of editors for this groundbreaking volume, The International Handbook of Research in Digital Literacies (Castek, Coiro, Forzani, Kiili, Hagerman, and Sparks), not only ensured that core topics within the rapidly changing world of digital literacy are revisited and updated, but they also invited new chapters and alternative perspectives that capture the complex, global, and sociocultural nature of digital literacies. Indeed, I cannot imagine a more diverse and encompassing collection on the subject of digital literacies than this Handbook. From reading and learning in digital contexts to questions of assessment and social justice, this volume is destined to become a ‘must-have’ classic for anyone seeking insights and guidance on what it means to understand or promote digital literacy.”

Patricia Alexander, Jean Mullan Professor of Literacy and Distinguished University Professor, Department of Human Development and Quantitative Methodology

“This landmark handbook arrives at a pivotal moment in the transformation of literacy scholarship. Building on the intellectual foundations laid by the Handbook of Research on New Literacies, this new volume both honors and extends that legacy—charting how our understandings have shifted from emerging “new” literacies to the nuanced, dynamic, and deeply embedded realities of digital literacies in the 21st century. Centering inclusivity, this distinguished collection brings a bold commitment to global perspectives, and justice-centered inquiry, inviting voices and frameworks too often marginalized in prior handbooks.

Equally important, the volume looks forward. It challenges scholars to move beyond consolidating what we know and moves toward imagining what must come next—foregrounding relational, critical, and action-oriented approaches that will shape research, practice, and policy in an increasingly digital world. This handbook is not simply a synthesis; it is a catalyst for the future of research in digital literacies.”

Fenice B. Boyd, Senior Associate Dean, Equity, Diversity, Justice, and Inclusion and Professor, Literacy Education University at Buffalo

“The International Handbook of Research in Digital Literacies brings together an international editorial team of six leading scholars alongside 48 contributing author teams from around the world, all working at the forefront of redefining theory, research, and practice in digital literacies. Reflecting the field’s rich, multidimensional nature, the volume weaves diverse perspectives into a coherent and compelling whole, highlighting both the depth and breadth of digital literacies research. This handbook is distinctly forward-looking. It not only captures dialogue across research communities but also translates those exchanges into accessible, meaningful insights that invite readers to participate in an ongoing scholarly conversation. The volume thoughtfully integrates AI-informed perspectives into an already deeply theorized collection of digital literacies practices, with sustained attention to key themes such as ethics, care, equity, multiliteracies, engagement, criticality, assessment, and cognition. Aligned with their values, the editors have crafted a new kind of handbook—one that serves not only as a repository of knowledge but also as an open and evolving conversation by inviting readers to engage as partners in shaping a complex yet promising future for digital literacies research.”

Colin Harrison, Emeritus Professor of Literacy Studies in Education, Faculty of Social Sciences, University of Nottingham

“Digital literacies research has long needed a handbook expansive enough to honor its complexity and bold enough to push its boundaries. Grounded in rigorous theoretical and empirical research, the volume brings together diverse global perspectives to illuminate the contested and evolving landscape of digital literacies. By publishing The International Handbook of Research in Digital Literacies as an open-access volume, the editors have made a statement as consequential as the scholarship itself: equitable access to the future of the field is a fundamental right. Researchers, teacher educators, and practitioners will find it an indispensable resource—and, crucially, an available one.”

Robin Jocius, Associate Professor Department of Teaching and Learning, University of Kentucky

“What does literacy mean when AI mediates comprehension, when platforms shape what counts as reading, when data is a text to be interpreted? Castek, Coiro, Forzani, Kiili, Hagerman, and Sparks don't offer a single answer. Instead, they offer a range of perspectives from scholars across disciplines and continents. The result is a handbook that earns its scope by refusing to collapse complexity into consensus, a volume that doesn't just describe digital literacies but enacts the critical, relational values it advocates. In the process, the editors have created an essential reading for anyone who takes seriously the question of what literacy demands of us now.”

Punya Mishra, Director of Innovative Learning Futures at the Learning Engineering Institute and Professor at the Mary Lou Fulton College of Teaching & Learning Innovation at Arizona State University

“This Handbook will serve as a valuable resource for literacy scholars, teacher educators, and others interested in grappling with what our continuously evolving technologically-driven world means for responsible literate engagement, learning, teaching, and local and global citizenship. The Handbook brings together established and emerging voices from around the world in digital literacies research today. Collectively, these scholars address key topics including justice and equity in digital literacies research and practice and innovative assessments of digital literacy practices and competencies both in the classroom and in large-scale assessment contexts. This Handbook provides a model of the kinds of principled scholarly engagements that are needed now and for the future to critically engage and productively navigate our ever-changing digitized lives.”

Allison Skerrett, Barbie M. & Gary L. Coleman Endowed Professor in Education, Professor Language and Literacy Studies program, The University of Texas at Austin

“What a beautiful and brilliant volume! This handbook stands out for its thoughtful centering of inclusiveness across chapters, honoring the rich theoretical and methodological legacies that have shaped the field of digital literacies while also advancing it in meaningful ways. Its global scope is especially compelling. By bringing together diverse perspectives on key topics such as AI, digital spatial literacies, and antiracist digital literacies, this volume deepens our understanding of how digital literacies can be studied, taught, and enacted for justice. This breadth makes the handbook an invaluable resource for established scholars seeking to extend their work, new researchers looking for a comprehensive and forward-thinking entry point into the field, and educators committed to leveraging the power of digital literacies for all learners.”

Jennifer D. Turner, College of Education ADVANCE Professor for Inclusive Excellence, Professor of Literacy Education, University of Maryland

International Handbook of Research in Digital Literacies

Description

Table of Contents

Editor(s)

Biography

Critics' Reviews

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