The New Literacies
Multiple Perspectives on Research and Practice
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With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning—and the changing nature of literacy itself—in today's K–12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to integrating technology into traditional, print-centered reading and writing instruction are described. Also discussed are ways to teach the new skills and strategies that students need to engage effectively with digital texts. The book is unique in examining new literacies through multiple theoretical lenses, including behavioral, semiotic, cognitive, sociocultural, critical, and feminist perspectives.
Table of Contents
Foreword, Donald J. Leu
1. Theoretical Perspectives and Literacy Studies: An Exploration of Roles and Insights, Elizabeth A. Baker, P. David Pearson, and Mary S. Rozendal
2. Reading Proficiency, the Struggling Reader, and the Role of Technology, Ted S. Hasselbring
3. Can Behaviorist and Constructivist Applications Coexist in the New Literacies?, Michael C. McKenna and Kristin E. Conradi
4. A Multiliteracies Perspective on the New Literacies, Mary Kalantzis, Bill Cope, and Anne Cloonan
5. Traversing the “Literacies” Landscape: A Semiotic Perspective on Early Literacy Acquisition and Digital Literacies Instruction, Linda D. Labbo and Tammy Ryan
6. Cognitive Processing Perspectives on the New Literacies, Diane H. Tracey, Alex W. Storer, and Sohrob Kazerounian
7. From Print to Pixels: The Evolution of Cognitive Conceptions of Reading Comprehension, Douglas K. Hartman, Paul Mark Morsink, and Jinjie Zheng
8. A Situated–Sociocultural Approach to Literacy and Technology, James Paul Gee
9. Screens and Scrapbooking: Sociocultural Perspectives on the New Literacies, Kelly Chandler-Olcott and Elizabeth Carol Lewis
10. An Examination of Workplace Literacy Research from New Literacies and Sociocultural Perspectives, Larry Mikulecky
11. Feminist Perspectives on the New Literacies: Practices and Research, Barbara J. Guzzetti
12. From the Personal to the Worldwide Web: Moving Teachers into Positions of Critical Interrogation, Vivian Vasquez, Jerome C. Harste, and Peggy Albers
13. New Literacies, New Insights: An Exploration of Traditional and New Perspectives, Elizabeth A. Baker
Elizabeth A. Baker, EdD, is Associate Professor of Literacy Studies in the Department of Learning, Teaching, and Curriculum at the University of Missouri, where she teaches graduate seminars on new literacies, theoretical foundations of literacy, and qualitative research methods. Her research interests include the nature of literacy in digital environments, multimedia case-based instruction in teacher education, classroom websites used to support literacy development, and theoretical groundings of new literacies. Dr. Baker has published research reports in a wide range of journals. She is the creator and host of the Voice of Literacy podcast, produced in collaboration with Reading Research Quarterly and the Journal of Literacy Research, and is codeveloper and principal investigator of “ChALK, Children as Literacy Kases.
-This important book points the way forward for literacy researchers and classroom teachers grappling with how to understand and support literacy development in today’s digital society. From decoding to scrapbooking, from using search engines to playing video games, and from daily literacies to workplace literacies, each chapter pairs clear explanations of a particular literacy theory with concrete examples of how technology can empower students and enrich instruction. A 'must read' for literacy professionals seeking to transform learning in their schools.--Julie Coiro, PhD, School of Education, University of Rhode IslandThe New Literacies provides a broad, generously framed set of perspectives for those entering into a serious engagement with 'literacy.' Anyone who needs to have a real sense of the central questions, what the different positions are, and what their consequences are can take this book as the perfect navigational device. In these pages you will find a welcoming, open approach. Written with great clarity, the book yields powerful insights for novice and seasoned researchers alike.--Gunther Kress, DLit, Faculty of Culture and Pedagogy, Institute of Education, University of London, United KingdomThis volume is precisely what the literacy field needs. The cutting-edge contributions from leading researchers are innovative and forward thinking, and point the way toward new directions in instruction. By assembling diverse perspectives in one volume, Baker addresses the complexity of teaching literacy in multimodal digital environments that evolve and change rapidly. A commendable work.--Laurie A. Henry, PhD, Department of Curriculum and Instruction, University of Kentucky