New Literacies: Changing Knowledge in the Classroom
Open University Press
Publication Date :
1 Jan 2006
2 Revised edition
'The reader friendly and exhaustive approach to the subject matter yields a discerning and pleasurable reading on new forms of literacy...This up-to-date revision is relevant and useful' - "Pragmatics and Cognition". 'The important contribution that this book makes is the way in which it urges us to rethink literacy and the influential forces that are shaping new practices. So, if you already own a copy of the first edition, you need to buy the second edition; if you own neither, buy both - and if that's not possible, buy the second edition and borrow the first! Because "New Literacies: Everyday Practices and Classroom Learning" is essential reading' - "Literacy Journal, Volume 41", Number 3, November 2007. The first edition of this popular book explored new literacies, new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely new edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices that remix audio and visual texts. Revised and updated throughout, the book examines: popular practices and social networks associated with contemporary phenomena, Flickr and Wikipedia Blogging, podcasting and mobile/wireless communication practices; writing practices within online fanfiction and manga-anime communities; and, the production of Anime-Music-Video artifacts and online multimodal 'memes'. The authors look at how digital technologies and new forms of mobile communications have been embraced by young people and integrated into their everyday lives. They argue that schools ignore some of these trends at their peril, and discuss how wireless mobility might be integrated effectively into school-based pedagogies and due attention paid to new literacies in teaching and learning. This new edition is essential reading for undergraduates and academics within literacy studies and for policy writers working within the area of digital literacy, new technologies or ICT development within education.