The Experts below are selected from a list of 9015 Experts worldwide ranked by ideXlab platform
Donald J. Leu - One of the best experts on this subject based on the ideXlab platform.
-
expanding the New Literacies conversation
2016Co-Authors: Donald J. Leu, Lisa Zawilinski, Ian W Obyrne, Heidi EverettcacopardoAbstract:he most profound influence on life in the 21st century may turn out to be the Internet. The Internet links us to the greatest repository of information in the history of civilization (Weare & Lin, 2000). It also provides multiple modes of communication (Thorne, 2008). Finally, it is the most effi cient system in our history for delivering New technologies to read, write, and communicate (Lankshear & Knobel, 2006). Together, these elements permit individuals to construct New information, New knowledge, and even Newer technologies. As a result, the Internet is in a continuous state of becoming, regularly transforming each one of us as we, in turn, transform it. The speed of this change has been breathtaking. More than 1.5 billion individuals use the Internet ("Internet World Stats: Usage and Population Statistics," 2008). At the current pace, more than half of the world s population will be online in 7 years, and most of the world will be online in 10 to 15 years. Never in the history of civilization have we seen a New technology adopted by so many, in so many different places, in such a short time. The impact of the Internet may also be tracked through research it has prompted; scholars from many disciplines have explored its implications. They include anthropology (Borzekowski, Fobil, & Asante, 2006), foreign affairs (Bleha, 2005), economics (Matteucci, O'Mahony, Robinson, & Zwick, 2005), cognitive science (Mayer, 2005), sociolinguistics (Cope & Kalantzis, 1999; Gee, 2007; Kress, T 2003), cultural anthropology (Hi?e, 2000), information science (Bilal, 2000), law (Lessig, 2005), rhetorical studies (Starke Meyerring, 2005), and educational technology (Dede, 2007; Greenhow, Robelia, & Hughes, 2009). Moreover, the Internet has prompted the development of entirely New disciplines, such as social informatics (Kling, 1999), and New research methods, such as virtual ethnography (Hine, 2000). Finally, the Internet is altering nations around the world (Friedman, 2006). Governments seek to transform their societies through public policies that exploit the educational potential of the Internet (Gu, Liu, & Lin, 2004; Leu & Kinzer, 2000).
-
Handbook of Research on New Literacies
2014Co-Authors: Julie Coiro, Michele Knobel, Colin Lankshear, Donald J. LeuAbstract: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.
-
New Literacies a dual level theory of the changing nature of literacy instruction and assessment
From theorical models and process of reading, 2013Co-Authors: Donald J. Leu, Julie Coiro, Charles K Kinzer, Jill Castek, Laurie A HenryAbstract:Literacy as Deixis Today, the nature of literacy has become deictic. This simple idea carries important implications for literacy theory, research, and instruction that our field must begin to address. Deixis is a term used by linguists (Fillmore, 1966; Murphy, 1986; Traut & Kazzazi, 1996) to define words whose meanings change rapidly as their context changes. Tomorrow, for example, is a deictic term; the meaning of “tomorrow” becomes “today” every 24 hours. The meaning of literacy has also become deictic because we live in an age of rapidly changing information and communication technologies, each of which requires New Literacies (Leu, 1997, 2000). Thus, to have been literate yesterday, in a world defined primarily by relatively static book technologies, does not ensure that one is fully literate today where we encounter New technologies such as Google docs, Skype, iMovie, Contribute, Basecamp, Dropbox, Facebook, Google, foursquare, Chrome, educational video games, or thousands of mobile apps. To be literate tomorrow will be defined by even Newer technologies that have yet to appear and even Newer discourses and social practices that will be created to meet future needs. Thus, when we speak of New Literacies, we mean that literacy is not just New today; it becomes New every day of our lives. How should we theorize the New Literacies that will define our future, when literacy has become deictic? The answer is important because our concept of literacy defines both who we are and who we shall become. But there is a conundrum here.
-
New Literacies of online reading comprehension
The Encyclopedia of Applied Linguistics, 2012Co-Authors: Donald J. Leu, Lisa Zawilinski, Greg Mcverry, Heidi Everettcacopardo, Ian W ObyrneAbstract:Literacy has become deictic (Leu, 2000); the meaning of literacy is rapidly changing as New technologies for literacy continuously appear and New social practices of literacy quickly emerge. Historically, literacy has always changed. Today, however, New technologies and New social practices rapidly and repeatedly redefi ne what it once meant, in a simpler world, to be able to read, write, and communicate effectively.To be literate today often means being able to use some combination of texting, Facebook, Google, foursquare, Google docs, Skype, Chrome, iMovie, Contribute, or any of thousands of mobile “apps.” To be literate tomorrow will be defi ned by even Newer technologies that have yet to appear and even Newer social practices that we will create to meet unanticipated needs. Literacy has become deictic, indeed.An important source of this change is the Internet. The Internet is the most effi cient system in the history of civilization for delivering New technologies to read, write, and communicate (Lankshear & Knobel, 2006). It is also an amazingly effi cient system for rapidly disseminating New social practices for the use of these technologies. The growth rate of Internet connectivity has been exponential. Nearly 30% of the world’s population (in 2011, 1.9 billion individuals) use the Internet (
-
New Literacies for New learners the need for digital technologies in primary classrooms
The Educational Forum, 2012Co-Authors: Elena Forzani, Donald J. LeuAbstract:All students must start learning New Literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especiall...
Michele Knobel - One of the best experts on this subject based on the ideXlab platform.
-
Education and 'New Literacies' in the Middle Years
2018Co-Authors: Colin Lankshear, Michele KnobelAbstract:As we move well into the 21st century, it is timely to revisit what 'New' might now mean and how such re-imagining should influence schooling. The authors argue that New literacy practices reflect a state of being rather than a curriculum as such. Through the shared or affinity spaces opened up with digital technologies, young people participate with like-minded others across a vast range of creative and purposeful activities. This embedded and deeply social approach to learning offers learners richly resourced knowledge and expertise. Considering four dimensions of an educational ideal, the authors then ask how schools can respond within a New Literacies context. One shift is to move from the individual to collaborative approaches in the production of knowledge, working across disciplines and seeking expertise beyond school. The authors then describe three middle years' projects exemplifying how young people might negotiate challenging problems in engaged, ethical and critical ways.
-
Researching New Literacies - Researching New Literacies
2017Co-Authors: Michele Knobel, Colin LankshearAbstract:This paper advocates an orientation toward New Literacies research that privileges “insider” perspectives and current developments within social spaces of the internet. It advances a conceptual definition of New Literacies based on a “practice”-oriented account of “Literacies” and three key distinctions • A distinction between two mindsets that compete in the current conjuncture • A distinction between Web 1.0 and Web 2.0 conceptions and practices of social participation and digital interconnectivity • A distinction between “New technical stuff” and “New ethos stuff” Illustrative cases of New Literacies are identified and their “researchable” dimensions tapped with a view to generating guidelines for a productive and expansive New Literacies research agenda.
-
Studying New Literacies.
Journal of Adolescent & Adult Literacy, 2014Co-Authors: Michele Knobel, Colin LankshearAbstract:New Literacies research offers valuable insights into young people's everyday literacy practices. Teachers can use the kinds of research outcomes reported here to build on New Literacies in appropriate ways for academic purposes.
-
Handbook of Research on New Literacies
2014Co-Authors: Julie Coiro, Michele Knobel, Colin Lankshear, Donald J. LeuAbstract: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.
-
A New Literacies Reader: Educational Perspectives
2013Co-Authors: Colin Lankshear, Michele KnobelAbstract:A New Literacies Reader is an introduction to social and cultural studies of New Literacies from the perspectives of educators, education researchers and learners. It focuses on how participating in social practices of New Literacies can be seen and understood in terms of people becoming insiders to ways of doing and being that are today considered desirable or worthwhile, and how this can usefully inform how we think about formal schooling and learning. The books 18 chapters cover a variety of topics, including: studies of New Literacies within classroom contexts semi-formal learning spaces beyond the classroom teacher learning and professional development spaces of popular cultural affinities practices viewed from different research perspectives The diverse topics addressed range from multimodal pedagogies, remix, performance poetry, and digital storytelling to issues associated with wireless environments, assessment, identity, and teachers ways of taking up New technologies. Chapters explore how young people participate and collaborate within the spaces of popular cultural interests and the various approaches to researching gaming. The book speaks to teachers and teacher educators, education administrators, curriculum developers, education policy makers, professional development specialists, postgraduate research students, and other literacy and New media researchers. A New Literacies Reader is an essential volume for undergraduates, grad students, and faculty interested in refining their knowledge of the vast New horizons created by the world of New Literacies.
Colin Lankshear - One of the best experts on this subject based on the ideXlab platform.
-
Education and 'New Literacies' in the Middle Years
2018Co-Authors: Colin Lankshear, Michele KnobelAbstract:As we move well into the 21st century, it is timely to revisit what 'New' might now mean and how such re-imagining should influence schooling. The authors argue that New literacy practices reflect a state of being rather than a curriculum as such. Through the shared or affinity spaces opened up with digital technologies, young people participate with like-minded others across a vast range of creative and purposeful activities. This embedded and deeply social approach to learning offers learners richly resourced knowledge and expertise. Considering four dimensions of an educational ideal, the authors then ask how schools can respond within a New Literacies context. One shift is to move from the individual to collaborative approaches in the production of knowledge, working across disciplines and seeking expertise beyond school. The authors then describe three middle years' projects exemplifying how young people might negotiate challenging problems in engaged, ethical and critical ways.
-
Researching New Literacies - Researching New Literacies
2017Co-Authors: Michele Knobel, Colin LankshearAbstract:This paper advocates an orientation toward New Literacies research that privileges “insider” perspectives and current developments within social spaces of the internet. It advances a conceptual definition of New Literacies based on a “practice”-oriented account of “Literacies” and three key distinctions • A distinction between two mindsets that compete in the current conjuncture • A distinction between Web 1.0 and Web 2.0 conceptions and practices of social participation and digital interconnectivity • A distinction between “New technical stuff” and “New ethos stuff” Illustrative cases of New Literacies are identified and their “researchable” dimensions tapped with a view to generating guidelines for a productive and expansive New Literacies research agenda.
-
Studying New Literacies.
Journal of Adolescent & Adult Literacy, 2014Co-Authors: Michele Knobel, Colin LankshearAbstract:New Literacies research offers valuable insights into young people's everyday literacy practices. Teachers can use the kinds of research outcomes reported here to build on New Literacies in appropriate ways for academic purposes.
-
Handbook of Research on New Literacies
2014Co-Authors: Julie Coiro, Michele Knobel, Colin Lankshear, Donald J. LeuAbstract: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.
-
A New Literacies Reader: Educational Perspectives
2013Co-Authors: Colin Lankshear, Michele KnobelAbstract:A New Literacies Reader is an introduction to social and cultural studies of New Literacies from the perspectives of educators, education researchers and learners. It focuses on how participating in social practices of New Literacies can be seen and understood in terms of people becoming insiders to ways of doing and being that are today considered desirable or worthwhile, and how this can usefully inform how we think about formal schooling and learning. The books 18 chapters cover a variety of topics, including: studies of New Literacies within classroom contexts semi-formal learning spaces beyond the classroom teacher learning and professional development spaces of popular cultural affinities practices viewed from different research perspectives The diverse topics addressed range from multimodal pedagogies, remix, performance poetry, and digital storytelling to issues associated with wireless environments, assessment, identity, and teachers ways of taking up New technologies. Chapters explore how young people participate and collaborate within the spaces of popular cultural interests and the various approaches to researching gaming. The book speaks to teachers and teacher educators, education administrators, curriculum developers, education policy makers, professional development specialists, postgraduate research students, and other literacy and New media researchers. A New Literacies Reader is an essential volume for undergraduates, grad students, and faculty interested in refining their knowledge of the vast New horizons created by the world of New Literacies.
Lynn E. Shanahan - One of the best experts on this subject based on the ideXlab platform.
-
Teachers and Teacher Educators Learning from New Literacies and New Technologies
Teaching Education, 2008Co-Authors: Mary B. Mcvee, Nancy M. Bailey, Lynn E. ShanahanAbstract:While many teachers and teacher educators agree that it is important to integrate New Literacies and technologies into their teaching, educators are often perplexed about how to begin thinking about this task. Research reveals that educators use technologies for personal and communicative purposes, but teachers, for the most part, have not yet applied these technologies in their classroom teaching and learning. Given these challenges, the current study was undertaken as an instance of teacher research carried out in the context of a teacher education course in New Literacies and technologies wherein teacher educators attempted to take up New Literacies practices. Study participants were pre‐ and in‐service teachers. Findings indicate that teacher educators must foster environments to share problem‐solving and distributed learning, to support design and multimodal redesign of texts, and to explore literacy and technology as transactional processes. Whereas both teachers and teacher educators may be tempted...
Benjamin W Gleason - One of the best experts on this subject based on the ideXlab platform.
-
Thinking in hashtags: exploring teenagers’ New Literacies practices on twitter
Learning Media and Technology, 2018Co-Authors: Benjamin W GleasonAbstract:ABSTRACTThis research investigates how three high school students in the USA developed New Literacies practices through their participation in teenage Twitter. Data was collected from two sources, ...
-
twitteracy tweeting as a New literacy practice
The Educational Forum, 2012Co-Authors: Christine Greenhow, Benjamin W GleasonAbstract:Abstract This article defines Twitter tm ; outlines the features, affordances, and common uses; and conceptualizes “tweeting” as a literacy practice, comprising both traditional and New Literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and New Literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such research.
-
Twitteracy: Tweeting as a New Literacy
2012Co-Authors: Benjamin W GleasonAbstract:This article defi nes Twitter TM ; outlines the features, affordances, and common uses; and conceptualizes “tweeting” as a literacy practice, comprising both traditional and New Literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and New Literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such research.