Rand J. Spiro is Professor of Educational Psychology and Educational Technology, Michigan State University, USA.Michael DeSchryver is Assistant Professor in the Department of Teacher Education and Professional Development, Central Michigan University, USA.Michelle Schira Hagerman is Director of Graduate Certificate Programs in Educational Technology and Online Teaching and Learning, Michigan State University, USA.Paul M. Morsink is a doctoral candidate in Educational Psychology and Educational Technology, Michigan State University, USA.Penny Thompson is Assistant Professor of Educational Technology, Oklahoma State University, USA.

• PrefacePart One: Setting the Stage: The Big PictureChapter 1: A Brief History of Information Sources in the Late 20th and Early 21st Century (A Simulation), David Reinking and Jamie ColwellChapter 2: Literacy and the Technologies of Knowing, David R. OlsonChapter 3: The Resistance to 21st-Century Reading, Mark BauerleinChapter 4: Three Paradigms in Reading (Really Literacy) Research and Digital Media, James Paul GeeChapter 5: All Bets Are Off: How Certain Kinds of Reading to Learn on the Web Are Totally Different from What We Learned from Research on Traditional Text Comprehension and Learning from Text, Rand J. Spiro, Hannah Klautke, Angela K. JohnsonPart Two: The Nature of Reading (and Writing) OnlineChapter 6: Purposeful, Critical, and Flexible: Vital Dimensions of Online Reading and Learning, Julie CoiroChapter 7: From Computers and the Web to Mobile Devices and e-Texts: The Transition to Digital Reading Continues, Mark WarschauerChapter 8: Reading at a Million Crossroads: Massively Pluralized Practices and Conceptions of Reading, Douglas K. Hartman and Paul M. MorsinkChapter 9: Reading and the Web: Broadening the Need for Complex Comprehension, Susan R. GoldmanChapter 10: Building Coherence in Web-Based and Other Non-Traditional Reading Environments: Cognitive Opportunities and Challenges, Paul van den Broek and Panyiota KendeouChapter 11: Disequilibrium.edu: Negotiating New Relationships Between Online Reading and Writing, Gail E. Hawisher and Scott FilkinsPart Three: Instruction: Reading Education in the Digital AgeChapter 12: "Now Is the Winter of Our Discontent": Shakespeare, Kuhn, and Instability in the Field of Reading Education, Donna E. Alvermann & Jennifer L. BogdanichChapter 13: Past, Present, and Future Conditions and Practices of Reading, Michael L. KamilChapter 14: Neglected Areas of Instruction: Bad for Print, Worse for the Internet, Nell K. Duke, Shenglan Zhang, and Paul M. MorsinkChapter 15: We’re Closing the Digital Divide: Now Let’s Work on Closing the Teleological Divide, Colin HarrisonChapter 16: The Functionality of Literacy in a Digital World, Allan Collins and Richard HalversonIndex

Rand J. Spiro is Professor of Educational Psychology and Educational Technology, Michigan State University, USA.Michael DeSchryver is Assistant Professor in the Department of Teacher Education and Professional Development, Central Michigan University, USA.Michelle Schira Hagerman is Director of Graduate Certificate Programs in Educational Technology and Online Teaching and Learning, Michigan State University, USA.Paul M. Morsink is a doctoral candidate in Educational Psychology and Educational Technology, Michigan State University, USA.Penny Thompson is Assistant Professor of Educational Technology, Oklahoma State University, USA.

• PrefacePart One: Setting the Stage: The Big PictureChapter 1: A Brief History of Information Sources in the Late 20th and Early 21st Century (A Simulation), David Reinking and Jamie ColwellChapter 2: Literacy and the Technologies of Knowing, David R. OlsonChapter 3: The Resistance to 21st-Century Reading, Mark BauerleinChapter 4: Three Paradigms in Reading (Really Literacy) Research and Digital Media, James Paul GeeChapter 5: All Bets Are Off: How Certain Kinds of Reading to Learn on the Web Are Totally Different from What We Learned from Research on Traditional Text Comprehension and Learning from Text, Rand J. Spiro, Hannah Klautke, Angela K. JohnsonPart Two: The Nature of Reading (and Writing) OnlineChapter 6: Purposeful, Critical, and Flexible: Vital Dimensions of Online Reading and Learning, Julie CoiroChapter 7: From Computers and the Web to Mobile Devices and e-Texts: The Transition to Digital Reading Continues, Mark WarschauerChapter 8: Reading at a Million Crossroads: Massively Pluralized Practices and Conceptions of Reading, Douglas K. Hartman and Paul M. MorsinkChapter 9: Reading and the Web: Broadening the Need for Complex Comprehension, Susan R. GoldmanChapter 10: Building Coherence in Web-Based and Other Non-Traditional Reading Environments: Cognitive Opportunities and Challenges, Paul van den Broek and Panyiota KendeouChapter 11: Disequilibrium.edu: Negotiating New Relationships Between Online Reading and Writing, Gail E. Hawisher and Scott FilkinsPart Three: Instruction: Reading Education in the Digital AgeChapter 12: "Now Is the Winter of Our Discontent": Shakespeare, Kuhn, and Instability in the Field of Reading Education, Donna E. Alvermann & Jennifer L. BogdanichChapter 13: Past, Present, and Future Conditions and Practices of Reading, Michael L. KamilChapter 14: Neglected Areas of Instruction: Bad for Print, Worse for the Internet, Nell K. Duke, Shenglan Zhang, and Paul M. MorsinkChapter 15: We’re Closing the Digital Divide: Now Let’s Work on Closing the Teleological Divide, Colin HarrisonChapter 16: The Functionality of Literacy in a Digital World, Allan Collins and Richard HalversonIndex

Rand J. Spiro is Professor of Educational Psychology and Educational Technology, Michigan State University, USA.Michael DeSchryver is Assistant Professor in the Department of Teacher Education and Professional Development, Central Michigan University, USA.Michelle Schira Hagerman is Director of Graduate Certificate Programs in Educational Technology and Online Teaching and Learning, Michigan State University, USA.Paul M. Morsink is a doctoral candidate in Educational Psychology and Educational Technology, Michigan State University, USA.Penny Thompson is Assistant Professor of Educational Technology, Oklahoma State University, USA.

• PrefacePart One: Setting the Stage: The Big PictureChapter 1: A Brief History of Information Sources in the Late 20th and Early 21st Century (A Simulation), David Reinking and Jamie ColwellChapter 2: Literacy and the Technologies of Knowing, David R. OlsonChapter 3: The Resistance to 21st-Century Reading, Mark BauerleinChapter 4: Three Paradigms in Reading (Really Literacy) Research and Digital Media, James Paul GeeChapter 5: All Bets Are Off: How Certain Kinds of Reading to Learn on the Web Are Totally Different from What We Learned from Research on Traditional Text Comprehension and Learning from Text, Rand J. Spiro, Hannah Klautke, Angela K. JohnsonPart Two: The Nature of Reading (and Writing) OnlineChapter 6: Purposeful, Critical, and Flexible: Vital Dimensions of Online Reading and Learning, Julie CoiroChapter 7: From Computers and the Web to Mobile Devices and e-Texts: The Transition to Digital Reading Continues, Mark WarschauerChapter 8: Reading at a Million Crossroads: Massively Pluralized Practices and Conceptions of Reading, Douglas K. Hartman and Paul M. MorsinkChapter 9: Reading and the Web: Broadening the Need for Complex Comprehension, Susan R. GoldmanChapter 10: Building Coherence in Web-Based and Other Non-Traditional Reading Environments: Cognitive Opportunities and Challenges, Paul van den Broek and Panyiota KendeouChapter 11: Disequilibrium.edu: Negotiating New Relationships Between Online Reading and Writing, Gail E. Hawisher and Scott FilkinsPart Three: Instruction: Reading Education in the Digital AgeChapter 12: "Now Is the Winter of Our Discontent": Shakespeare, Kuhn, and Instability in the Field of Reading Education, Donna E. Alvermann & Jennifer L. BogdanichChapter 13: Past, Present, and Future Conditions and Practices of Reading, Michael L. KamilChapter 14: Neglected Areas of Instruction: Bad for Print, Worse for the Internet, Nell K. Duke, Shenglan Zhang, and Paul M. MorsinkChapter 15: We’re Closing the Digital Divide: Now Let’s Work on Closing the Teleological Divide, Colin HarrisonChapter 16: The Functionality of Literacy in a Digital World, Allan Collins and Richard HalversonIndex