Literacy, Language, and Culture

This book combines the latest research and theory related to technology-based instructional design for children's literacy development. It shows how technology can be used to build literacy learning environments that are compatible with  students' cognitive and social processes.

This book reviews what the authors term advocacy research in literacy education-research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. This book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times-understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research.

This book will help K-12 educators respond to this challenge with valuable insight on the fundamental changes to literacy, literacy learning, and literacy instruction that are brought forth by information and communication technologies. With this powerful combination of perspectives, educators will discover new instructional ideas and resources for their classrooms, new visions of instructional possibilities for their schools and districts, and new ways to view their work in light of new literacies.

This rich and thoughtful history of our discipline and organization is for every teacher of the English language arts and English studies who wonders where we’ve been, how we got where we are today, and where we all might be traveling as literacy educators in the 21st century.

Developing an information literacy program in the 21st century requires more than simple planning - it requires a thoroughly designed strategy based on proven success. In this book, twenty information literacy experts explore various techniques and contribute perspectives on information literacy programs in educational environments from kindergarten through higher education, including public libraries.