The World Wide Web is transforming the way that information is distributed, received and acted upon.
Global Literacies and the World Wide Web provides a critical examination of the new online literacy practices and values, and how these are determined by national, cultural and educational contexts. Hawisher and Selfe have brought together scholars from around the world, including: Mexico, Hungary, Australia, Palau, Cuba, Scotland, Greece, Japan, Africa and the United States. Each represents and examines on-line literacy practices in their specific culture.
Global Literacies and the World Wide Web resists a romanticised and inaccurate vision of global oneness. Instead, this book celebrates the dynamic capacity of these new self defined literacy communities to challenge the global village myth with robust, hybrid redefintions of identity that honour ethnic, cultural, economic, historical, and ideological differences. This is a lively and original challenge to conventional notions of the relationship between literacy and technology.

eBook available with sample pages: PB:041518942X

This book reports the authors' research in electronic literacy, chronicling the development of electronic literacies through stories of several individuals with varying backgrounds and skills. The goal is to begin tracing technological literacy as it has emerged over the last few decades within the United States. The authors selected 20 case studies from the larger corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during the past five or six years. The participants were recruited primarily through school settings, calling first on colleagues and students, then on identified participants through the recommendations of these initial volunteers. their efforts to acquire varying degrees of technological literacy. Each of the chapters situates the participants' life-history accounts in the cultural ecology of the time, tracing major political, economic, social, and educational events, factors, and trends that may have influenced - and been influenced by - literacy practices and values. Each of the literacy histories in this project is richly sown with information that can help those in composition and writing studies situate the processes of acquiring the literacies of technology in specific cultural, material, educational, and familial contexts. The authors hope that these case studies will provide some initial clues about combinations of factors that affect - and are affected by - technological literacy acquisition and development. They feel that the value of the first-hand accounts is that they present, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today's students in more informed ways.

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition

The World Wide Web is transforming the way that information is distributed, received and acted upon.
Global Literacies and the World Wide Web provides a critical examination of the new on line literacy practices and values, and how these are determined by national, cultural and educational contexts. Gail Hawisher and Cynthia L. Selfe have brought together scholars from around the world, including: Mexico, Hungary, Australia, Palau, Cuba, Scotland, Greece, Japan, Africa and the United States. Each represents and examines on line literacy practices in their specific culture.
Global Literacies and the World Wide Web resists a romanticised and inaccurate vision of global oneness. Instead, this book celebrates the dynamic capacity of these new self defined literacy communities to challenge the global village myth with robust, hybrid redefintions of identity that honour ethnic, cultural, economic, historical, and ideological differences. This is a lively and original challenge to conventional notions of the relationship between literacy and technology.

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills. Authors Cynthia L. Selfe and Gail E. Hawisher employ these stories to begin tracing technological literacy as it has emerged over the last few decades within the United States. They selected 20 case studies from the corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during six years of their study. The book is organized into seven chapters that follow the 20 participants in their efforts to acquire varying degrees of technological literacy. Each chapter situates the participants' life-history accounts in the cultural ecology of the time, tracing major political, economic, social, and educational events, factors, and trends that may have influenced--and been influenced by--literacy practices and values. These literacy histories are richly sown with information that can help those in composition and writing studies situate the processes of acquiring the literacies of technology in specific cultural, material, educational, and familial contexts.

These case studies provide initial clues about combinations of factors that affect--and are affected by--technological literacy acquisition and development. The first-hand accounts presented here offer, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today's students in more informed ways.

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition