Reading at a Crossroads? : Disjunctures and Continuities in Current Conceptions and Practices book cover
1st Edition

Reading at a Crossroads?
Disjunctures and Continuities in Current Conceptions and Practices

ISBN 9780415891691
Published March 12, 2015 by Routledge
198 Pages 10 B/W Illustrations

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Book Description

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [] moves it beyond the printed page.

Table of Contents


Part One: Setting the Stage: The Big Picture

Chapter 1: A Brief History of Information Sources in the Late 20th and Early 21st Century (A Simulation), David Reinking and Jamie Colwell

Chapter 2: Literacy and the Technologies of Knowing, David R. Olson

Chapter 3: The Resistance to 21st-Century Reading, Mark Bauerlein

Chapter 4: Three Paradigms in Reading (Really Literacy) Research and Digital Media, James Paul Gee

Chapter 5: All Bets Are Off: How Certain Kinds of Reading to Learn on the Web Are Totally Different from What We Learned from Research on Traditional Text Comprehension and Learning from Text, Rand J. Spiro, Hannah Klautke, Angela K. Johnson

Part Two: The Nature of Reading (and Writing) Online

Chapter 6: Purposeful, Critical, and Flexible: Vital Dimensions of Online Reading and Learning, Julie Coiro

Chapter 7: From Computers and the Web to Mobile Devices and e-Texts: The Transition to Digital Reading Continues, Mark Warschauer

Chapter 8: Reading at a Million Crossroads: Massively Pluralized Practices and Conceptions of Reading, Douglas K. Hartman and Paul M. Morsink

Chapter 9: Reading and the Web: Broadening the Need for Complex Comprehension, Susan R. Goldman

Chapter 10: Building Coherence in Web-Based and Other Non-Traditional Reading Environments: Cognitive Opportunities and Challenges, Paul van den Broek and Panyiota Kendeou

Chapter 11: Negotiating New Relationships Between Online Reading and Writing, Gail E. Hawisher and Scott Filkins

Part Three: Instruction: Reading Education in the Digital Age

Chapter 12: "Now Is the Winter of Our Discontent": Shakespeare, Kuhn, and Instability in the Field of Reading Education, Donna E. Alvermann & Jennifer L. Bogdanich

Chapter 13: Past, Present, and Future Conditions and Practices of Reading, Michael L. Kamil

Chapter 14: Neglected Areas of Instruction: Bad for Print, Worse for the Internet, Nell K. Duke, Shenglan Zhang, and Paul M. Morsink

Chapter 15: We’re Closing the Digital Divide: Now Let’s Work on Closing the Teleological Divide, Colin Harrison

Chapter 16: The Functionality of Literacy in a Digital World, Allan Collins and Richard Halverson


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Rand J. Spiro is Professor of Educational Psychology and Educational Technology, Michigan State University, USA.

Michael DeSchryver is Assistant Professor in the Department of Teacher Education and Professional Development, Central Michigan University, USA.

Michelle Schira Hagerman is Director of Graduate Certificate Programs in Educational Technology and Online Teaching and Learning, Michigan State University, USA.

Paul M. Morsink is a doctoral candidate in Educational Psychology and Educational Technology, Michigan State University, USA.

Penny Thompson is Assistant Professor of Educational Technology, Oklahoma State University, USA.