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This Handbook provides a comprehensive and international
representation of state-of-the art research, theory, and practice
related to principal areas in which significant developments are
occurring in the study of literacy and technology. It offers a
glimpse of the commonalities faced by literacy educators around the
world, together with specific challenges raised by unique
circumstances. Volume I of this Handbook endeavored to lay
essential groundwork for the study of literacy and technology; it
retains an explanatory value that will not weaken over time. Volume
II differs considerably in conception. It assumes for the most part
a higher level of expertise on the part of readers, and the
projects and applications described by the contributors are
characterized by greater sophistication. The scope of technology
use is broader, and the challenges that have emerged are in sharper
focus. A powerful feature of this volume is the addition of
commentaries from experts across the field on the potential of
technology in key dimensions of literacy. The title of Volume II
has changed slightly to reflect the inclusion of contributions on a
broad geographic basis. It is now a truly international Handbook,
with chapter authors from six countries and five continents. The
International Handbook of Literacy and Technology: Volume II is
organized in five sections: *The Role of Technology in the New
Literacies; *Technology Applications with Specific Populations;
*Literacy Software and the Internet; *Teacher Education and
Professional Development; and *The Potential of Technology in Key
Dimensions of Literacy. The effects of technology on literate
activity have been both sweeping and subtle, marked by an
increasing variety of changes that are difficult to evaluate and
project. Perhaps the only prediction that can be offered with
certainty is that the impact of technology is irreversible.
Specific changes may come and go, but literacy and technology seem
inextricably linked. This Handbook is dedicated to that linkage and
to examining the intricacies that define it. International Handbook
of Literacy and Technology: Volume II is an essential reference for
researchers, professionals, and students in reading/literacy
education, literacy and technology, educational technology, and
related areas, and will serve well as a text for upper-level and
graduate courses on these topics.
This book comprises a synthesis of current directions in reading
research, theory, and practice unified by what has been referred to
as the engagement perspective of reading. This perspective guides
the research agenda of the National Reading Research Center (NRRC),
a consortium of the University of Georgia, University of Maryland,
and affiliated scholars. A major goal of the book is to introduce
reading researchers to the engagement perspective as defined by the
NRRC and to illustrate its potential to integrate the cognitive,
social, and motivational dimensions of reading and reading
instruction. Engaged readers are viewed as motivated, strategic,
knowledgeable, and socially interactive. They read widely for a
variety of purposes and capitalize on situations having potential
to extend literacy.
The book is organized into four sections representing key
components of the NRRC research agenda and the engagement
perspective. This perspective emphasizes contexts that influence
engaged reading. Accordingly, the first section of the volume
focuses on the social and cultural contexts of literacy
development, with chapters devoted to examining home influences,
home-school connections, and the special challenges facing ethnic
minorities. The engagement perspective also implies greater
attention to the role of motivational and affective dimensions in
reading development than traditional views of reading. Therefore,
the second section examines motivational theory and its
implications for reading engagement, with special attention to
characteristics of classroom contexts that promote motivation in
reading. The engagement perspective embraces innovative
instructional contexts that address the cognitive, social, and
motivational aspects of reading. Thus, the third section includes
chapters on current directions in promoting children's learning
from text, on the value of an integrated curriculum in promoting
reading engagement, and on the challenges of assessing students'
development as engaged readers. Finally, the broader conception of
reading implied by the engagement perspective requires an expanded
array of research approaches, sensitive to the complex and
interacting contexts in which children develop literacy. The
concluding section focuses on these important contemporary issues
in literacy research and educational research, with chapters
examining the variety of alternative modes of inquiry gaining
prominence in literacy research, teacher inquiry, and ethical
issues of collaboration between university and teacher researchers.
Intended for university-based researchers, graduate students, and
classroom teachers, this volume brings together researchers who
think about students and their literacy development in school and
home communities in distinctly different ways. The cooperative and
collaborative inquiry presented contributes to a richer
understanding of the many factors influencing engaged
reading.
This book comprises a synthesis of current directions in reading
research, theory, and practice unified by what has been referred to
as the engagement perspective of reading. This perspective guides
the research agenda of the National Reading Research Center (NRRC),
a consortium of the University of Georgia, University of Maryland,
and affiliated scholars. A major goal of the book is to introduce
reading researchers to the engagement perspective as defined by the
NRRC and to illustrate its potential to integrate the cognitive,
social, and motivational dimensions of reading and reading
instruction. Engaged readers are viewed as motivated, strategic,
knowledgeable, and socially interactive. They read widely for a
variety of purposes and capitalize on situations having potential
to extend literacy.
The book is organized into four sections representing key
components of the NRRC research agenda and the engagement
perspective. This perspective emphasizes contexts that influence
engaged reading. Accordingly, the first section of the volume
focuses on the social and cultural contexts of literacy
development, with chapters devoted to examining home influences,
home-school connections, and the special challenges facing ethnic
minorities. The engagement perspective also implies greater
attention to the role of motivational and affective dimensions in
reading development than traditional views of reading. Therefore,
the second section examines motivational theory and its
implications for reading engagement, with special attention to
characteristics of classroom contexts that promote motivation in
reading. The engagement perspective embraces innovative
instructional contexts that address the cognitive, social, and
motivational aspects of reading. Thus, the third section includes
chapters on current directions in promoting children's learning
from text, on the value of an integrated curriculum in promoting
reading engagement, and on the challenges of assessing students'
development as engaged readers. Finally, the broader conception of
reading implied by the engagement perspective requires an expanded
array of research approaches, sensitive to the complex and
interacting contexts in which children develop literacy. The
concluding section focuses on these important contemporary issues
in literacy research and educational research, with chapters
examining the variety of alternative modes of inquiry gaining
prominence in literacy research, teacher inquiry, and ethical
issues of collaboration between university and teacher researchers.
Intended for university-based researchers, graduate students, and
classroom teachers, this volume brings together researchers who
think about students and their literacy development in school and
home communities in distinctly different ways. The cooperative and
collaborative inquiry presented contributes to a richer
understanding of the many factors influencing engaged
reading.
The major shift going on today in the technologies of reading and
writing raises important questions about conventional conceptions
of literacy and its role in education, society, and culture. What
are the important characteristics of electronic forms of reading
and writing distinguishing them from printed forms? To what extent
and in what ways is literacy being transformed by new technologies?
This central question is addressed in this volume from diverse,
multidisciplinary perspectives. The contributing authors focus on a
guiding question in one of the following areas, which correspond to
the major sections of the book:
*Transforming Texts. What are the new differences between printed
and electronic texts, and what are the implications of new textual
forms for defining literacy, especially in regard to teaching and
learning in schools?
*Transforming Readers and Writers. How do electronic reading and
writing change conceptualizations of literacy development from
childhood through adulthood?
*Transforming Classrooms and Schools. What are the effects of
introducing new reading and writing technologies into schools and
classrooms?
*Transforming Instruction. How can instruction be adapted in
response to the changing literacy landscape, and how can teachers
and students exploit forms of reading and writing to enhance
teaching and learning?
*Transforming Society. What are the broad societal implications of
the increasing prevalence of electronic forms of reading and
writing?
*Transforming Literacy Research. What are the questions that must
be addressed as digital reading and writing become more common, and
what approaches to research will be most useful in addressing those
questions?
This volume is the result of an interactive process. The
contributors met as a group to discuss drafts of their chapters at
a one-day meeting convened and sponsored by the National Reading
Research Center, and had read each others' chapters prior to this
gathering. That meeting was followed by a two-day conference
attended by approximately 180 researchers, educators, and
policymakers who responded to an open invitation to present papers
and to attend sessions focusing on the six major themes of the
book. Contributors then revised their chapters based on
interactions with fellow contributors, conference participants, and
volume editors. Thus, this work is more than just a compilation of
the individual authors' views. Rather, it represents a synthesis of
a broad range of current thinking about how literacy is being and
may be transformed by technology.
The major shift going on today in the technologies of reading and
writing raises important questions about conventional conceptions
of literacy and its role in education, society, and culture. What
are the important characteristics of electronic forms of reading
and writing distinguishing them from printed forms? To what extent
and in what ways is literacy being transformed by new technologies?
This central question is addressed in this volume from diverse,
multidisciplinary perspectives. The contributing authors focus on a
guiding question in one of the following areas, which correspond to
the major sections of the book: *Transforming Texts. What are the
new differences between printed and electronic texts, and what are
the implications of new textual forms for defining literacy,
especially in regard to teaching and learning in schools?
*Transforming Readers and Writers. How do electronic reading and
writing change conceptualizations of literacy development from
childhood through adulthood? *Transforming Classrooms and Schools.
What are the effects of introducing new reading and writing
technologies into schools and classrooms? *Transforming
Instruction. How can instruction be adapted in response to the
changing literacy landscape, and how can teachers and students
exploit forms of reading and writing to enhance teaching and
learning? *Transforming Society. What are the broad societal
implications of the increasing prevalence of electronic forms of
reading and writing? *Transforming Literacy Research. What are the
questions that must be addressed as digital reading and writing
become more common, and what approaches to research will be most
useful in addressing those questions? This volume is the result of
an interactive process. The contributors met as a group to discuss
drafts of their chapters at a one-day meeting convened and
sponsored by the National Reading Research Center, and had read
each others' chapters prior to this gathering. That meeting was
followed by a two-day conference attended by approximately 180
researchers, educators, and policymakers who responded to an open
invitation to present papers and to attend sessions focusing on the
six major themes of the book. Contributors then revised their
chapters based on interactions with fellow contributors, conference
participants, and volume editors. Thus, this work is more than just
a compilation of the individual authors' views. Rather, it
represents a synthesis of a broad range of current thinking about
how literacy is being and may be transformed by technology.
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