Handbook of research on new literacies

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.

Author Notes

Julie Coiro is an Assistant Research Professor in the Department of Curriculum and Instruction and a Director of The New Literacies Research Lab at the University of Connecticut. Her research focuses on online reading comprehension, new literacies of the Internet, and effective practices for technology integration and professional development.

Michele Knobel is Professor of Education at Montclair State University. She spends a good deal of her time investigating everyday literacy practices--especially those involving digital technologies.

Colin Lankshear is Professor of Education at James Cook University and Visiting Scholar at McGill University. His academic interests include sociocultural studies of new literacies in popular culture and the practice of teacher research.

Donald J. Leu is the John and Maria Neag Endowed Chair of Literacy and Technology and a Director of the New Literacies Research Lab at the University of Connecticut. He studies the new literacies of online reading comprehension and instructional practices that improve students' ability to read, communicate, and learn with the Internet.

Julie Coiro and Michele Knobel and Colin Lankshear and Donald J. LeuKevin M. LeanderRonald E. AndersonSonia Livingstone and Elizabeth Van Couvering and Nancy ThumimLori KendallAndrew BurnJonna M. KulikowichMark Warschauer and Paige WareEls Kuiper and Monique VolmanKimberly A. Lawless and P. G. SchraderBridget Dalton and C. Patrick ProctorPatricia A. YoungRichard E. MayerLen UnsworthSteven L. ThorneTorill Elvira MortensenGloria E. JacobsJonathan Paul MarshallMargaret C. HagoodDana J. WilberRebecca Ward BlackConstance A. SteinkuehlerKurt D. SquireAngela ThomasBertram C. Bruce and Ann Peterson BishopGuy MerchantRichard Beach and David O'BrienIlana Snyder and Scott BulfinBettina FabosPippa SteinClaire Wyatt-Smith and John ElkinsEdys S. Quellmalz and Geneva D. HaertelColin Baskin and Neil AndersonK. Facer and R. Joiner and D. Stanton and J. Reid and R. Hull and D. KirkJames Paul GeeSusan R. Goldman and James W. PellegrinoJoseph L. Hoffman and Hsin-Kai Wu and Joseph S. Krajcik and Elliot SolowayPeggy N. Van Meter and Carla FirettoRobert E. BleicherCynthia Lewis and Bettina FabosDonna E. AlvermannDavid ReinkingWan Shun Eva LamCatherine BeavisRichard P. DuranRachel A. KarchmerColin HarrisonJackie Marsh

Preface	p. xi
Acknowledgments	p. xvii
1 Central Issues in New Literacies and New Literacies Research	p. 1
Part I Methodologies	p. 23
Introduction to Part I	p. 25
2 Toward a Connective Ethnography of Online/Offline Literacy Networks	p. 33
3 Large-Scale Quantitative Research on New Technology in Teaching and Learning	p. 67
4 Converging Traditions of Research on Media and Information Literacies: Disciplinary, Critical, and Methodological Issues	p. 103
5 The Conduct of Qualitative Interviews: Research Questions, Methodological Issues, and Researching Online	p. 133
6 The Case of Rebellion: Researching Multimodal Texts	p. 151
7 Experimental and Quasi-Experimental Approaches to the Study of New Literacies	p. 179
Part II Knowledge and Inquiry	p. 207
Introduction to Part II	p. 209
8 Learning, Change, and Power: Competing Frames of Technology and Literacy	p. 215
9 The Web as a Source of Information for Students in K-12 Education	p. 241
10 Where Do We Go Now? Understanding Research on Navigation in Complex Digital Environments	p. 267
11 The Changing Landscape of Text and Comprehension in the Age of New Literacies	p. 297
12 Exploring Culture in the Design of New Technologies of Literacy	p. 325
13 Multimedia Literacy	p. 359
14 Multiliteracies and Metalanguage: Describing Image/Text Relations as a Resource for Negotiating Multimodal Texts	p. 377
Part III Communication	p. 407
Introduction to Part III	p. 409
15 Mediating Technologies and Second Language Learning	p. 415
16 Of a Divided Mind: Weblog Literacy	p. 449
17 People, Purposes, and Practices: Insights from Cross-Disciplinary Research into Instant Messaging	p. 467
18 Gender in Online Communication	p. 491
Part IV Popular Culture, Community, and Citizenship: Everyday Literacies	p. 521
Introduction to Part IV	p. 523
19 Intersections of Popular Culture, Identities, and New Literacies Research	p. 531
20 College Students and New Literacy Practices	p. 553
21 Just Don't Call Them Cartoons: The New Literacy Spaces of Anime, Manga, and Fanfiction	p. 583
22 Cognition and Literacy in Massively Multiplayer Online Games	p. 611
23 Video-Game Literacy: A Literacy of Expertise	p. 635
24 Community, Culture, and Citizenship in Cyberspace	p. 671
25 New Literacies and Community Inquiry	p. 699
Part V Instructional Practices and Assessment	p. 743
Introduction to Part V	p. 745
26 Digital Writing in the Early Years	p. 751
27 Teaching Popular-Culture Texts in the Classroom	p. 775
28 Using New Media in the Secondary English Classroom	p. 805
29 The Price of Information: Critical Literacy, Education, and Today's Internet	p. 839
30 Multimodal Instructional Practices	p. 871
31 Multimodal Reading and Comprehension in Online Environments	p. 899
32 Assessing New Literacies in Science and Mathematics	p. 941
33 Learning Management Systems and Virtual Learning Environments: A Higher-Education Focus	p. 973
Part VI Multiple Perspectives on New Literacies Research	p. 999
Introduction to Part VI	p. 1001
34 Savannah: Mobile Gaming and Learning?	p. 1003
Commentary Responses	p. 1021
34a Being a Lion and Being a Soldier: Learning and Games	p. 1023
34b Savannah: Mobile Gaming and Learning: A Review Commentary	p. 1037
35 The Nature of Middle School Learners' Science Content Understandings with the Use of Online Resources	p. 1049
Commentary Responses	p. 1077
35a Intertextuality and the Study of New Literacies: Research Critique and Recommendations	p. 1079
35b Internet Pedagogy: Using the Internet to Achieve Student Learning Outcomes	p. 1093
36 Instant Messaging, Literacies, and Social Identities	p. 1109
Commentary Responses	p. 1161
36a An Essay Review of the Lewis and Fabos Article on Instant Messaging	p. 1163
36b Thoughts on the Lewis and Fabos Article on Instant Messaging	p. 1175
37 L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet	p. 1189
Commentary Responses	p. 1213
37a Critical Review: L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet	p. 1215
37b A Commentary on "L2 Literacy and the Design of Self": Electronic Representation and Social Networking	p. 1229
38 The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K-12 Classrooms	p. 1241
Commentary Responses	p. 1281
38a Researching Technology and Literacy: Thirteen Ways of Looking at a Blackboard	p. 1283
38b Internet Literacy Influences: A Review of Karchmer (2001)	p. 1295
About the Authors	p. 1307
Author Index	p. 1315
Subject Index	p. 1351

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Table of Contents