Overview

This volume explains how electronic forms of reading and writing may be transforming conceptions of literacy as the world moves into the 21st century. Its rationale is founded to some extent on the belief that we are heading toward a post-typographic world - one in which printed texts are no longer dominant. Like many edited books, the birth of this volume is linked to a scholarly conference. However, unlike other edited books that are often proceedings or selected papers assembled after a conference, the chapters in this volume - from the beginning - were the focal point for planning and holding the conference to which they are related. The integral connection between the two is explained by the fact that they were proposed jointly as a synthesis and dissemination project in the final year of the National Reading Research Centre's five-year funding. This project proposed bringing together a group of scholars and educators to explore the relation between technology and literacy and the extent, if any, to which that relation was transforming literacy. Each individual invited to participate in the project agreed to author or co-author a chapter related to one of the ""transformation"" themes that comprise the sections of this book. Literacy in the modern era has always been recognized as playing a key role in promoting and shaping technological development. Technology and its relation to literacy have also been commonly viewed as components interacting with a broad range of socio-cultural and historical trends. However, what we are coming to know and appreciate more consciously now is that literacy and technology cannot be divorced from one another. Literacy can essentially be viewed as a technology - the psycho-social dimensions of literacy cannot be fully separated from the materials and processes for creating texts. That more integrated view of literacy and technology as essentially inseparable clearly underlies the contents of this book and the word ""transformations"" in its title. The appearance of distinctly new technologies that transform the tangible means by which people read and write implies at least the potential for producing a cascade of socio-cultural transformations. While this volume cannot offer definitive predictions about what the ultimate results of such transformations might be, it does heighten awareness about the intimate relation between literacy and technology, and should serve as a guidepost in the evolution of whatever literacy will become in the first century of the new millennium.

Full Product Details

Author:   David Reinking ,  Michael C. McKenna ,  Linda D. Labbo ,  Ronald D. Kieffer
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 17.80cm , Height: 3.10cm , Length: 25.40cm
Weight:   0.920kg
ISBN:  

9780805826425

ISBN 10:   0805826424
Pages:   410
Publication Date:   01 April 1998
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Reviews

The greatest strength of this book is the potential it has for fostering communication about the future of literacy and technology. This book provides a common ground for conversation among researchers, teacher educators, administrators, and teachers across disciplines and grade levels. This dialogue is essential if we are to fully explore the relation between technology and literacy....may be the turning point in defining the focus of future conversation and research. -Reading Online This well-organized, carefully edited volume provides another valuable resource for scholars, teachers, and curriculum specialists seeking a comprehensive, up-to-date, authoritative, scholarly introduction to the discourse on the interrelationships between literacy, technology, education, and sociocultural change. -CHOICE This book is likely to become a standard reference in all aspects of technology and literacy. That clearly is its goal, and it succeeds very well. -VATME Newsletter The book provides a common ground for conversation among researchers, teacher educators, administrators, and teachers. It demonstrates well that literacy and technology are inseparable, and, as such, have and will continue to transform the way we understand literacy in the future. It makes an enormous contribution to this transformation. -British Journal of Educational Psychology The result is an interesting, thought-provoking and intense volume of 20 chapters that the editors hope will lead to further dialogue and debate by others about technology, literacy, and transformations....it certainly provides a compendium of knowledge, research, and examples that both novice and expert will find useful. -The educational Forum This volume is an important collection of essays and research reports that brings together many of the leading scholars in the field....it keeps its primary focus on the future and the potential for technology to transform the nature of literacy and encourage reform of the schools. A set of common themes makes the book more coherent than most such volumes. Reinking, in an introductory chapter, does an excellent job of defining and explaining the main themes of the book....Anyone interested in thinking broadly about the potential impact of technology on literacy and literacy learning will find the book rewarding. -Journal of Educational Computing Research

""The greatest strength of this book is the potential it has for fostering communication about the future of literacy and technology. This book provides a common ground for conversation among researchers, teacher educators, administrators, and teachers across disciplines and grade levels. This dialogue is essential if we are to fully explore the relation between technology and literacy....may be the turning point in defining the focus of future conversation and research."" —Reading Online ""This well-organized, carefully edited volume provides another valuable resource for scholars, teachers, and curriculum specialists seeking a comprehensive, up-to-date, authoritative, scholarly introduction to the discourse on the interrelationships between literacy, technology, education, and sociocultural change."" —CHOICE ""This book is likely to become a standard reference in all aspects of technology and literacy. That clearly is its goal, and it succeeds very well."" —VATME Newsletter ""The book provides a common ground for conversation among researchers, teacher educators, administrators, and teachers. It demonstrates well that literacy and technology are inseparable, and, as such, have and will continue to transform the way we understand literacy in the future. It makes an enormous contribution to this transformation."" —British Journal of Educational Psychology ""The result is an interesting, thought-provoking and intense volume of 20 chapters that the editors hope will lead to further dialogue and debate by others about technology, literacy, and transformations....it certainly provides a compendium of knowledge, research, and examples that both novice and expert will find useful."" —The educational Forum ""This volume is an important collection of essays and research reports that brings together many of the leading scholars in the field....it keeps its primary focus on the future and the potential for technology to transform the nature of literacy and encourage reform of the schools. A set of common themes makes the book more coherent than most such volumes. Reinking, in an introductory chapter, does an excellent job of defining and explaining the main themes of the book....Anyone interested in thinking broadly about the potential impact of technology on literacy and literacy learning will find the book rewarding."" —Journal of Educational Computing Research

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David Reinking, Michael C. McKenna, Linda D. Labbo, Ronald D. Kieffer

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