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The new literacies : multiple perspectives on research and practice / ed. Elizabeth A. Baker; foreword by Donald J. Leu

Secondary Author Baker, Elizabeth A.
Leu, Donald J.
Country Estados Unidos. Publication New York : The Guilford Press, cop. 2010 Description XIV, 322 p. ; 23 cm ISBN 978-1-60623-604-8 CDU 371.68 316.77:681.324 681.324:316.77
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 104238 Available 405203
Monografia Biblioteca de Ciências da Educação
BCE 371.68 - N Available 407798
Monografia Biblioteca de Ciências da Educação
BCE1 371.68 - N Available 407824
Monografia Biblioteca de Ciências da Educação
BCE 371.68 - N Available 414142
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Enhanced descriptions from Syndetics:

With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning--and the changing nature of literacy itself--in today's K-12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to integrating technology into traditional, print-centered reading and writing instruction are described. Also discussed are ways to teach the new skills and strategies that students need to engage effectively with digital texts. The book is unique in examining new literacies through multiple theoretical lenses, including behavioral, semiotic, cognitive, sociocultural, critical, and feminist perspectives.

Table of contents provided by Syndetics

  • 1 Theoretical Perspectives and Literacy Studies: An Exploration of Roles and Insights (p. 1)
  • 2 Reading Proficiency, the Struggling Reader, and the Role of Technology (p. 23)
  • 3 Can Behaviorist and Constructivist Applications Coexist in the New Literacies? (p. 41)
  • 4 A Multiliteracies Perspective on the New Literacies (p. 61)
  • 5 Traversing the "Literacies" Landscape: A Semiofic Perspective on Early Literacy Acquisition Digital Literacies Instruction (p. 88)
  • 6 Cognitive Processing Perspectives on the New Literacies (p. 106)
  • 7 From Print to Pixels: The Evolution of Cognitive Conceptions of Reading Comprehension (p. 131)
  • 8 A Situated--Sociocultural Approach to Literacy and Technology (p. 165)
  • 9 Screens and Scrapbooking: Sociocultural Perspectives on New Literacies (p. 194)
  • 10 An Examination of Workplace Literacy Research from New Literacies and Sociocultural Perspectives (p. 217)
  • 11 Feminist Perspectives on the New Literacies: Practices and Research (p. 242)
  • 12 From the Personal to the Worldwide Web: Moving Teachers into Positions of Critical Interrogation (p. 265)
  • 13 New Literacies, New Insights: An Exploration of Traditional and New Perspectives (p. 285)
  • Index (p. 312)

Reviews provided by Syndetics


This collection of articles by diverse scholars provides an overview of new literacies from behavioral, semiotic, cognitive, and sociocultural to critical and feminist perspectives. New literacies include the new skills, strategies, dispositions, and social practices that are required by new technology for information and communication, and are central to full participation in a global community. New literacies regularly change as their defining technologies change and are multifaceted, so the understanding of them benefits from multiple points of views. In this book, scholars discuss enhancing fluency and automaticity through systematic teaching with technology, seeking coexistence among behaviorist and constructivist applications to enhance literacies, and developing a new agenda for new literacy pedagogy from multiliteracies and multimodality approaches. The role of digital literacies instruction in early literacy acquisition, cognitive processing perspectives, new cognitive conceptions of reading comprehension, a situated-sociocultural approach to literacy and technology, workplace literacy research, and feminist perspectives are discussed. The book closes with guidance for teachers on moving from print to pixels and into positions of critical interrogation to enhance learning and teaching, which would benefit the professional development of graduate studies and school leaders struggling to enhance the literacy of all learners. Summing Up: Recommended. Graduate, research, and professional collections. D. L. Stoloff Eastern Connecticut State University

Author notes provided by Syndetics

Elizabeth A. Baker, EdD, is Associate Professor of Literacy Studies in the Department of Learning, Teaching, and Curriculum at the University of Missouri.

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