In Language and Learning in the Digital Age, linguist James Paul Gee and educator Elisabeth Hayes deal with the forces unleashed by today's digital media, forces that are transforming language and learning for good and ill. They argue that the role of oral language is almost always entirely misunderstood in debates about digital media. Like the earlier inventions of writing and print, digital media actually power up or enhance the powers of oral language. Gee and Hayes deal, as well, with current digital transformations of language and literacy in the context of a growing crisis in traditional schooling in developed countries. With the advent of new forms of digital media, children are increasingly drawn towards video games, social media, and alternative ways of learning. Gee and Hayes explore the way in which these alternative methods of learning can be a force for a paradigm change in schooling. This is an engaging, accessible read both for undergraduate and graduate students and for scholars in language, linguistics, education, media and communication studies.

Today, virtual worlds abound, avatars are every day occurrences, and video games are yesterday's news. But today's games are not just a pastime for millions - they are also a technological focal point for new forms of learning.

James Paul Gee and Elisabeth Hayes are leading researchers in the field of gaming, and here they argue that women gamers--a group too often marginalized--are at the forefront of today's online learning world. By utilizing the tools of gaming in ways never before imagined - actively engaging in game design, writing fan fiction, and organizing themselves into collaborative learning communities - women of all ages acquire the tools to successfully navigate the complex social, cultural, and economic problems of the 21st century.

Women are leading the way to a new understanding of online learning techniques, from cultural production to learning communities to technical proficiency in the latest software. This book draws on case studies about women who "play" the "Sims," the best selling game in history, to argue for a new general theory of learning for the 21st Century.

The authors argue that women gamers, too often ignored as gamers, are in many respects leading the way in this trend towards design, cultural production, new learning communities, and the combination of technical proficiency with emotional and social intelligence.

In Language and Learning in the Digital Age, linguist James Paul Gee and educator Elisabeth Hayes deal with the forces unleashed by today's digital media, forces that are transforming language and learning for good and ill. They argue that the role of oral language is almost always entirely misunderstood in debates about digital media. Like the earlier inventions of writing and print, digital media actually power up or enhance the powers of oral language. Gee and Hayes deal, as well, with current digital transformations of language and literacy in the context of a growing crisis in traditional schooling in developed countries. With the advent of new forms of digital media, children are increasingly drawn towards video games, social media, and alternative ways of learning. Gee and Hayes explore the way in which these alternative methods of learning can be a force for a paradigm change in schooling. This is an engaging, accessible read both for undergraduate and graduate students and for scholars in language, linguistics, education, media and communication studies.

This volume addresses the function and impact of vision and dream accounts in the Hebrew Bible. The contributors explore the exegetical, rhetorical, and structural aspects of the vision and dream accounts in the Hebrew Bible, focusing on prophetic vision reports. Several contributors employ a diachronic approach as they explore the textual relationship between the vision reports and the oracular material. Others focus on the rhetorical aspects of the vision reports in their final form and discuss why vision reporting may be used to convey a message. Another approach employed looks at reception history and investigates how this type of text has been understood by past exegetes. A few chapters consider the inter-textual relationship of the various vision reports in the Hebrew Bible, focusing on shared themes and motifs. There are also papers that deal with the ways in which select texts in the Hebrew Bible portray dream/vision interpreters and their activities.

This volume addresses the function and impact of vision and dream accounts in the Hebrew Bible. The contributors explore the exegetical, rhetorical, and structural aspects of the vision and dream accounts in the Hebrew Bible, focusing on prophetic vision reports. Several contributors employ a diachronic approach as they explore the textual relationship between the vision reports and the oracular material. Others focus on the rhetorical aspects of the vision reports in their final form and discuss why vision reporting may be used to convey a message. Another approach employed looks at reception history and investigates how this type of text has been understood by past exegetes. A few chapters consider the inter-textual relationship of the various vision reports in the Hebrew Bible, focusing on shared themes and motifs. There are also papers that deal with the ways in which select texts in the Hebrew Bible portray dream/vision interpreters and their activities.

As video games have become an important economic and cultural force, scholars are increasingly trying to better understand the ways that engagement with games may drive learning, literacy, and social participation in the twenty-first century. In this book, the authors consider games and just as importantly, the social interactions around games, not in terms of how they should be managed or incorporated into existing educational structures, but for what they tell us about the forms of learning and literacy that are already instantiated within the use of these media. To this end, this book delves deeply into James Paul Gee's (2004) productive and influential concept of the affinity space - the physical or virtual locations (or some combination of the two) where people come together around a shared interest or "affinity." By explicating how and why engaged fans of digital media do what they do in online spaces, the authors cast a light, as Gee did, on the promise of these media and the problems facing current educational systems.