Presents sixteen essays in the literacy studies tradition, written during the period 1985-2010. This book covers a range of themes with a particular emphasis on topics of cultural, political and historical interest.
This book is - in part - an introduction to research procedures that enable researchers and educators to identify and examine complex language and social practices enacted in young people's everyday lives. In the process, the actual lived experiences of four young adolescents in their final year of primary school are narrated, generating substantive content that speaks directly to the issues that lie behind this book: namely, what is the relationship between school learning and students' everyday lives, and what night an effective relationship between them look like? These questions are asked against a backdrop of national government pushes for literacy standards-setting and benchmarking in Australia and elsewhere.
Offers a comprehensive approach to teacher research as systematic, methodical and informed practice. This book identifies five requirements for various kinds of research, and provides guidelines for teachers to use in conducting their own classroom-based studies. It is suitable for upper level undergraduate Education programmes.
The study of new literacies is quickly emerging as a major research field. This book «samples» work in the broad area of new literacies research along two dimensions. First, it samples some typical examples of new literacies - video gaming, fan fiction writing, weblogging, role play gaming, using websites to participate in affinity practices, memes, and other social activities involving mobile technologies. Second, the studies collectively sample from a wide range of approaches potentially available for researching and studying new literacies from a sociocultural perspective. Readers will come away with a rich sense of what new literacies are, and a generous appreciation of how they are being researched.
Contents: Colin Lankshear/Michele Knobel: Introduction: Digital Literacies - Concepts, Policies and Practices - David Bawden: Origins and Concepts of Digital Literacy - Genevieve Marie Johnson: Functional Internet Literacy: Required Cognitive Skills with Implications for Instruction - Maggie Fieldhouse/David Nicholas: Digital Literacy as Information Savvy: The Road to Information Literacy - David Buckingham: Defining Digital Literacy - What Do Young People Need to Know About Digital Media? - Leena Rantala/Juha Suoranta: Digital Literacy Policies in the EU - Inclusive Partnership as the Final Stage of Governmentality? - Morten Søby: Digital Competence - From Education Policy to Pedagogy: The Norwegian Context - Allan Martin: Digital Literacy and the Digital Society - Ola Erstad: Trajectories of Remixing: Digital Literacies, Media Production, and Schooling - Lilia Efimova/Jonathan Grudin: Crossing Boundaries: Digital Literacy in Enterprises - Julia Davies: Pay and Display: The Digital Literacies of Online Shoppers - Michele Knobel/Colin Lankshear: Digital Literacy and Participation in Online Social Networking Spaces - Colin Lankshear/Michele Knobel: Digital Literacy and the Law: Remixing Elements of Lawrence Lessig's Ideal of Free Culture.
This book provides an expansive guide for designing and conducting robust qualitative research across a diverse range of purposes concerned with understanding new literacies in theory and in practice. It is based on the idea that one of the best ways of learning how to do good research is by closely following the approaches taken by excellent researchers. This volume brings together a group of internationally reputed qualitative researchers who have investigated new literacies from a sociocultural perspective. These contributors offer "under the hood" accounts of how they have adapted existing research approaches and, where appropriate, developed new ones to frame their research theoretically and conceptually, collected and analyzed their data, and discussed their analytic results in order to achieve their research purposes. Each chapter, based on a substantial and successful study undertaken by the researchers, addresses the research process from one or more of the following emphases: theory and design, data collection, and data analysis and interpretation. Core elements discussed in each chapter include research purposes and questions; theoretical and conceptual framing; data collection and analysis; research findings and implications; and limitations, glitches, and difficulties experienced in the research process.
New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students' learning outcomes.