Julie Coiro – författare

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 ResearchFEATURES 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.

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 ResearchFEATURES 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.

The International Handbook of Research in Digital Literacies offers a timely and multidimensional portrait of priorities shaping digital literacies research and practice today. The volume assembles scholars from around the world who are advancing new lines of inquiry across rapidly evolving, interdisciplinary fields of study to expand digital literacies research, practice, and policy.Contributors weave together theoretical, critical, and methodological threads to address new developments in a rapidly shifting field. Taken together, the five sections of the Handbook constitute a global scholarly conversation that pushes the boundaries of how digital literacies are understood and researched across expansive contexts.Contributors adopt pluralistic perspectives to illuminate both established lines of inquiry and emerging advancements in digital literacies methods and approaches, offering new directions in teaching and learning. From AI and data literacies to computational and gaming literacies to culturally responsive assessment and global collaborations, authors examine topics with the intellectual depth, analytical rigor, and critical lenses that the complexity of today's digital world demands.This handbook is a call to action for educators committed to boldly driving digital literacies research forward. It is essential reading for graduate students, researchers, and educators working in areas including literacy studies, digital media, learning sciences, and education.

The International Handbook of Research in Digital Literacies offers a timely and multidimensional portrait of priorities shaping digital literacies research and practice today. The volume assembles scholars from around the world who are advancing new lines of inquiry across rapidly evolving, interdisciplinary fields of study to expand digital literacies research, practice, and policy.Contributors weave together theoretical, critical, and methodological threads to address new developments in a rapidly shifting field. Taken together, the five sections of the Handbook constitute a global scholarly conversation that pushes the boundaries of how digital literacies are understood and researched across expansive contexts.Contributors adopt pluralistic perspectives to illuminate both established lines of inquiry and emerging advancements in digital literacies methods and approaches, offering new directions in teaching and learning. From AI and data literacies to computational and gaming literacies to culturally responsive assessment and global collaborations, authors examine topics with the intellectual depth, analytical rigor, and critical lenses that the complexity of today's digital world demands.This handbook is a call to action for educators committed to boldly driving digital literacies research forward. It is essential reading for graduate students, researchers, and educators working in areas including literacy studies, digital media, learning sciences, and education.

Since the start of the pandemic, educators all over the world have been learning on the fly how to use the power of digital texts, tools and technologies for “remote emergency instruction”. As teachers quickly discovered, conducting nearly nonstop Zoom meetings, in an effort to replicate in-classroom learning in an online environment, is both ineffective and exhausting.In this series of three guides, Renee Hobbs and her colleagues at the Media Education Lab introduce central principles to guide instructional planning for real time (synchronous) and anytime (asynchronous) learning. Each guide unpacks the application of these principles—to connect, guide and create—with specific lesson examples and technology tips tailored to one level of schooling: elementary, middle or high school.