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International Handbook of Literacy and Technology

Edited by: Michael C. McKenna , Linda D. Labbo , Ronald D. Kieffer , David Reinking

Print publication date:  April  2006
Online publication date:  January  2013

Print ISBN: 9780805850871
eBook ISBN: 9780203929131
Adobe ISBN: 9781135609580

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Book description

This Handbook provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances.

Volume I of this Handbook endeavored to lay essential groundwork for the study of literacy and technology; it retains an explanatory value that will not weaken over time. Volume II differs considerably in conception. It assumes for the most part a higher level of expertise on the part of readers, and the projects and applications described by the contributors are characterized by greater sophistication. The scope of technology use is broader, and the challenges that have emerged are in sharper focus. A powerful feature of this volume is the addition of commentaries from experts across the field on the potential of technology in key dimensions of literacy. The title of Volume II has changed slightly to reflect the inclusion of contributions on a broad geographic basis. It is now a truly international Handbook, with chapter authors from six countries and five continents.

The International Handbook of Literacy and Technology: Volume II is organized in five sections:
*The Role of Technology in the New Literacies;
*Technology Applications with Specific Populations;
*Literacy Software and the Internet;
*Teacher Education and Professional Development; and
*The Potential of Technology in Key Dimensions of Literacy.

The effects of technology on literate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Perhaps the only prediction that can be offered with certainty is that the impact of technology is irreversible. Specific changes may come and go, but literacy and technology seem inextricably linked. This Handbook is dedicated to that linkage and to examining the intricacies that define it.

International Handbook of Literacy and Technology: Volume II is an essential reference for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics.

Table of contents

Prelims Download PDF
Chapter  1:  Toward Critical Multimedia Literacy Download PDF
Chapter  2:  Multiple Visions of Multimedia Literacy Download PDF
Chapter  3:  Developing Digital Literacies Download PDF
Chapter  4:  Toward Interactive Literacy Education in the Netherlands Download PDF
Chapter  5:  Computer-Based Remediation for Reading and Related Phonological Disabilities Download PDF
Chapter  6:  Improving Struggling Readers’ Comprehension Through Scaffolded Hypertexts and other Computer-Based Literacy Programs Download PDF
Chapter  7:  Early Literacy and New Technologies in Australian Schools Download PDF
Chapter  8:  The Promise of Automatic Speech Recognition for Fostering Literacy Growth in Children and Adults Download PDF
Chapter  9:  CD-ROM Talking Books Download PDF
Chapter  10:  Critically Evaluating Educational Technologies for Literacy Learning Download PDF
Chapter  11:  A Science-Based Development and Implementation Model for Online and CD-ROM Curriculum Programs Download PDF
Chapter  12:  Can Information Get what it Wants? Barriers to Open Access in Literacy Education Download PDF
Chapter  13:  ICT and Chinese Literacy Education Download PDF
Chapter  14:  Using Technology to (Re)Conceptualize Preservice Literacy Teacher Education Download PDF
Chapter  15:  Video-and Database-Driven Web Environments for Preservice Literacy Teaching and Learning Download PDF
Chapter  16:  “P, not-P and possibly Q” Download PDF
Chapter  17:  The Role of Technology in the Professional Development of Literacy Educators Download PDF
Chapter  18:  Technology and the Engaged Literacy Learner Download PDF
Chapter  19:  More than Skill and Drill Download PDF
Chapter  20:  Family Literacy and Technology Download PDF
Chapter  21:  Comprehension and Technology Download PDF
Chapter  22:  Technology Use and Needed Research in Youth Literacies Download PDF
Chapter  23:  Dispelling Spelling Assumptions Download PDF
Chapter  24:  Vocabulary Development and Technology Download PDF
Chapter  25:  Technology and Writing Download PDF
Chapter  26:  Real and Imagined Roles for Technology in Acquiring Second-Language Literacy Download PDF
Chapter  27:  Diversity, Technology, and the Literacy Achievement Gap Download PDF
Chapter  28:  Can Technology Support Emergent Reading and Writing? Directions for the Future Download PDF
Chapter  29:  Information Technology and the Literacy Needs of Special Populations Download PDF
Chapter  30:  Integrating Reading Assessment and Technology Download PDF
Author_Index Download PDF
Index Download PDF
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