ABSTRACT
Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections:
- Methodologies
- Knowledge and Inquiry
- Communication
- Popular Culture, Community, and Citizenship: Everyday Literacies
- Instructional Practices and Assessment
- Multiple Perspectives on New Literacies Research
FEATURES
- Brings together a diverse international team of editors and chapter authors
- Provides an extensive collection of research reviews in a critical area of educational research
- Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies
- Establishes important space for the emerging field of new literacies research
- Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research.
The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.
TABLE OF CONTENTS
part I|184 pages
Methodologies
chapter Chapter 3|36 pages
Large-Scale Quantitative Research on New Technology in Teaching and Learning
chapter Chapter 4|30 pages
Converging Traditions of Research on Media and Information Literacies
chapter Chapter 5|18 pages
The Conduct of Qualitative Interviews
chapter Chapter 7|28 pages
Experimental and Quasi-Experimental Approaches to the Study of New Literacies
part II|200 pages
Knowledge and Inquiry
chapter Chapter 10|30 pages
Where Do We Go Now?
chapter Chapter 11|28 pages
The Changing Landscape of Text and Comprehension in the Age of New Literacies
chapter Chapter 14|30 pages
Multiliteracies and Metalanguage:
part III|114 pages
Communication
chapter Chapter 17|24 pages
People, Purposes, and Practices
part IV|222 pages
Popular Culture, Community, and Citizenship: Everyday Literacies
chapter Chapter 19|22 pages
Intersections of Popular Culture, Identities, and New Literacies Research
chapter Chapter 21|28 pages
Just Don't Call Them Cartoons
part V|256 pages
Instructional Practices and Assessment
chapter Chapter 29|32 pages
The Price of Information
chapter Chapter 33|26 pages
Learning Management Systems and Virtual Learning Environments
part VI|308 pages
Multiple Perspectives on New Literacies Research
part |28 pages
Commentry Response
chapter Chapter 35|28 pages
The Nature of Middle School Learners' Science Content Understandings with the Use of Online Resources *
part |32 pages
Commentary Responses
chapter Chapter 35a|14 pages
Intertextuality and the Study of New Literacies
chapter Chapter 35b|16 pages
Internet Pedagogy
part |28 pages
Commentary Responses
chapter Chapter 37|24 pages
L2 Literacy and the Design of the Self *
part |28 pages
Commentary Responses
chapter Chapter 37a|14 pages
Critical Review
chapter Chapter 37b|12 pages
A Commentary on “L2 Literacy and the Design of Self”: Electronic Representation and Social Networking
chapter Chapter 38|40 pages
The Journey Ahead *
part |26 pages
Commentary Responses