Literate Lives in the Information Age

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills.

Literate Lives in the Information Age

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills. Authors Cynthia L. Selfe and Gail E. Hawisher employ these stories to begin tracing technological literacy as it has emerged over the last few decades within the United States. They selected 20 case studies from the corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during six years of their study. The book is organized into seven chapters that follow the 20 participants in their efforts to acquire varying degrees of technological literacy. Each chapter situates the participants' life-history accounts in the cultural ecology of the time, tracing major political, economic, social, and educational events, factors, and trends that may have influenced--and been influenced by--literacy practices and values. These literacy histories are richly sown with information that can help those in composition and writing studies situate the processes of acquiring the literacies of technology in specific cultural, material, educational, and familial contexts. These case studies provide initial clues about combinations of factors that affect--and are affected by--technological literacy acquisition and development. The first-hand accounts presented here offer, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today's students in more informed ways.

Literate Lives in the Information Age

Narratives of Literacy From the United States Cynthia L. Selfe, Gail E. Hawisher. change—influenced the lived experiences of three women who came of age in the late 1960s. During these years and those that followed in quick succession, ...

Literate Lives in the Information Age

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills. Authors Cynthia L. Selfe and Gail E. Hawisher employ these stories to begin tracing technological literacy as it has emerged over the last few decades within the United States. They selected 20 case studies from the corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during six years of their study. The book is organized into seven chapters that follow the 20 participants in their efforts to acquire varying degrees of technological literacy. Each chapter situates the participants' life-history accounts in the cultural ecology of the time, tracing major political, economic, social, and educational events, factors, and trends that may have influenced--and been influenced by--literacy practices and values. These literacy histories are richly sown with information that can help those in composition and writing studies situate the processes of acquiring the literacies of technology in specific cultural, material, educational, and familial contexts. These case studies provide initial clues about combinations of factors that affect--and are affected by--technological literacy acquisition and development. The first-hand accounts presented here offer, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today's students in more informed ways.

Literate Lives in the Information Age

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills.

Literate Lives in the Information Age

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills. Authors Cynthia L. Selfe and Gail E. Hawisher employ these stories to begin tracing technological literacy as it has emerged over the last few decades within the United States. They selected 20 case studies from the corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during six years of their study. The book is organized into seven chapters that follow the 20 participants in their efforts to acquire v.

Information and Technology Literacy Concepts Methodologies Tools and Applications

In C. L. Selfe & G. E. Hawisher (Eds.), Literate lives in the information age (pp. 161–182). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers. Boyd, P., Hawisher, G. E., Lunsford, K., Sheridan-Rabideau, M., & Selfe, C. L. (2004).

Information and Technology Literacy  Concepts  Methodologies  Tools  and Applications

People currently live in a digital age in which technology is now a ubiquitous part of society. It has become imperative to develop and maintain a comprehensive understanding of emerging innovations and technologies. Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications is an authoritative reference source for the latest scholarly research on techniques, trends, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications, this multi-volume book is ideally designed for academics, technology developers, researchers, students, practitioners, and professionals interested in the importance of understanding technological innovations.

Way Literacy Lives The

in order to “begin tracing technological literacy as it has emerged over the last few decades within the United ... and policy makers” must begin to “understand literacy as it has changed and continues to change, in the digital age, ...

Way Literacy Lives  The

Challenges an autonomous model of literacy instruction in favor of one that recognizes and builds on students’ facility in navigating other rhetorical contexts.

Gaming Lives in the Twenty First Century

We have also published this ongoing work in a series of journal articles and, most recently, in Literate Lives in the Information Age: Narratives of Literacy from the United States(Selfe & Hawisher, 2004).

Gaming Lives in the Twenty First Century

This volume examines the claim that computer games can provide better literacy and learning environments than schools. Using case-studies in the US at the beginning of the twenty-first century and the words and observations of individual gamers, the book offers historical and cultural analyses of their literacy development, practices and values.

Literacy as Translingual Practice

Literacy learning and economic change. ... Becoming literate in the information age: Cultural ecologies and the literacies oftechnologw. ... Literate lives in the information age: Narratives qfliteracyfrom the United States.

Literacy as Translingual Practice

The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing—one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies— this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.

Mobile Security and Privacy

Crime and Everyday Life. ... Digital literacy as information savvy: the road to information literacy. ... In: Selfe, C., Hawisher, G. (Eds.), Literate Lives in the Information Age: Narratives of Literacy From the United States.

Mobile Security and Privacy

Mobile Security and Privacy: Advances, Challenges and Future Research Directions provides the first truly holistic view of leading edge mobile security research from Dr. Man Ho Au and Dr. Raymond Choo—leading researchers in mobile security. Mobile devices and apps have become part of everyday life in both developed and developing countries. As with most evolving technologies, mobile devices and mobile apps can be used for criminal exploitation. Along with the increased use of mobile devices and apps to access and store sensitive, personally identifiable information (PII) has come an increasing need for the community to have a better understanding of the associated security and privacy risks. Drawing upon the expertise of world-renowned researchers and experts, this volume comprehensively discusses a range of mobile security and privacy topics from research, applied, and international perspectives, while aligning technical security implementations with the most recent developments in government, legal, and international environments. The book does not focus on vendor-specific solutions, instead providing a complete presentation of forward-looking research in all areas of mobile security. The book will enable practitioners to learn about upcoming trends, scientists to share new directions in research, and government and industry decision-makers to prepare for major strategic decisions regarding implementation of mobile technology security and privacy. In addition to the state-of-the-art research advances, this book also discusses prospective future research topics and open challenges. Presents the most current and leading edge research on mobile security and privacy, featuring a panel of top experts in the field Provides a strategic and international overview of the security issues surrounding mobile technologies Covers key technical topics and provides readers with a complete understanding of the most current research findings along with future research directions and challenges Enables practitioners to learn about upcoming trends, scientists to share new directions in research, and government and industry decision-makers to prepare for major strategic decisions regarding the implementation of mobile technology security and privacy initiatives

Reconceptualizing the Literacies in Adolescents Lives

TheInternet and education: FindingsofthePewInternet and American Life Project. Available: http://www.pewinternet.org Leu, D. J. (2000). Deictic consequences for literacy education in an information age. In M. L. Kamil, P. Mosenthal, ...

Reconceptualizing the Literacies in Adolescents  Lives

Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.

Literacy Instruction for Adolescents

Literate lives in the information age: Narratives on literacy from the United States. Mahwah, NJ: Erlbaum. Serafini, F. (2000/2001). Three paradigms of assessment: Measurement, procedure, and inquiry. Reading Teacher, 54, 384–393.

Literacy Instruction for Adolescents

Thorough and accessible, this professional resource and text shows how the latest research in adolescent literacy can be translated into effective practice in middle and high school classrooms. Leading authorities discuss findings on the adolescent learner, addressing such essential topics as comprehension, content-area literacy, differentiated instruction, gender differences in literacy learning, and English language learners. With a focus on evidence-based methods, coverage ranges from techniques for building digital literacy and comprehension skills to strategies for flexible grouping and writing instruction. Ideal for courses in adolescent literacy, each chapter includes guiding questions, discussion questions, and classroom examples.

Collaborative Imagination

Literate Lives in the Information Age: Narratives of Literacy from the United States. Ed. Cynthia L. Selfe and Gail E. Hawisher. Mahwah: Erlbaum, 2004. 1–29. Web. 10 Nov. 2010. Heath, Shirley Brice. “The Functions and Uses of Literacy.

Collaborative Imagination

Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universally first-class citizenship and devise practical methods for enacting this vision. Collaborative Imagination explores how literacy education can facilitate activism amid contemporary contexts in which citizenship is officially equal but, in practice, underserved populations often remain consigned to second-class status.

Doing Time Writing Lives

“Literacy in Three Metaphors.” American Journal of Education 93 (1):6–21. http://www.jstor.org/stable/1085087. Selfe, Cynthia L., and Gail E. Hawisher. 2004. Literate Lives in the Information Age: Narratives of Literacy from the United ...

Doing Time  Writing Lives

Doing Time, Writing Lives offers a much-needed analysis of the teaching of college writing in U.S. prisons. Through the examination of a college-in-prison program, Berry exposes not only incarcerated students' hopes and dreams for their futures but also their anxieties about whether education will help them.

Handbook of Research on New Literacies

L2 literacy commentary on, 1229–1239 example of, 1189–1209 research on, 1196–1209, 1218–1219 review of, ... 104 Literate Lives in the Information Age, 899 Literature definition of, 104 review of, 907–926 “Lived experiences,” 34, ...

Handbook of Research on New Literacies

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 Research FEATURES 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 SAGE Handbook of Sociolinguistics

Pahl, K. (2001) 'Texts as artefacts crossing sites: map making at home and school', Reading: Literacy and Language, 35(3): 120–5. ... Selfe, C. and Hawisher, G. (2004) Literate Lives in the Information Age. Mahwah, NJ: Lawrence Erlbaum.

The SAGE Handbook of Sociolinguistics

"A treasure trove for sociolinguistic researchers and students alike. Edited by three leading sociolinguists, the 39 chapters cover a wealth of valuable material... And the cast list reads like a veritable Who's Who of sociolinguistics, with a refreshing number of younger scholars included along with more familiar, well-established names... This is a book that I will reach for often, both for research and teaching purposes. I will recommend it to my postgraduate students, and many of the chapters will provide excellent material for discussion in our advanced undergraduate sociolinguistics course." - Janet Holmes, Discourse Studies "The best, the most complete and the most integrated handbook of sociolinguistics of the past decade." - Joshua A. Fishman, NYU and Stanford University This Handbook answers a long-standing need for an up-to-date, comprehensive, international, in-depth critical survey of the history, trajectory, data, results and key figures involved in sociolinguistics. It consists of six inter-linked sections: The History of Sociolinguistics Sociolinguistics and Social Theory Language, Variation and Change Interaction Multilingualism and Contact Applications The result is a work of unprecedented coverage and insight. It is all here, from the foundational contributions to the field to the impact of new media, new technologies of communication, globalization, trans-border fluidities and agendas of research. The book will quickly be recognized as a benchmark in the field. It will provide a basis for reckoning its origins and pathways of development as well as an authoritative account of the central debates and research issues of today.

Social Change in Diverse Teaching Contexts

How We Met When Cindy and Gail met Nichole , they had begun a long - term research project on digital literacy in the United States from 1978 through ... ( See chapter 5 in Selfe and Hawisher's Literate Lives in the Information Age . ) ...

Social Change in Diverse Teaching Contexts

Assumptions based on racial, class, and ethnic identities can undermine our best intentions as teachers, administrators, and scholars. The misguided strategy of colorblindness and the continuing racial segregation of American cities and schools leave teachers and students with little experience for addressing the touchy subject of racial identity in the classroom. This collection, pertinent for teacher preparation, undergraduate and graduate seminars, and reading discussion groups, focuses on new and experienced teachers who confront myths, who negotiate their own identities as well as identity politics in the classroom, and who design new projects, use new tools, and apply new practices. The chapters highlight the need to change how teachers respond to student work, manage classroom interactions, form collaborative partnerships, construct service-learning projects, and conduct research.

The Essentials of Writing Ten Core Concepts

Living a “literate life in the information age” (Selfe & Hawisher, 2004) increasingly means learning to navigate these spaces, managing one's identity and online data, and considering complex issues of privacy and representation.

The Essentials of Writing  Ten Core Concepts

THE ESSENTIALS OF WRITING: TEN CORE CONCEPTS is designed for instructors who want a short, flexible writing guide using the core concepts as a framework. These ten fundamental lessons that students need to learn to become sophisticated writers are covered thoroughly in chapters 2-4. The essentials version also offers practical advice about developing an academic writing style, synthesizing ideas, designing documents, conducting research, evaluating and documenting sources, and applying the conventions of written English. Each student text is packaged with a free Cengage Essential Reference Card to the MLA HANDBOOK, Eighth Edition. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

The Emperor s New Computer

Me and my hypertext: A multiple digression analysis of technology and literacy (sic). ... Introduction: Synthesizing technological transformations of literacy in a post-typographic world. ... Literate lives in the information age.

The Emperor s New Computer

For the authors in this book, there can be no valid excuses for ignorance in any aspect of education as theory/practice. That is: - If we come to learn that all educational problems involve knowledge of complex systems and processes, then quick, simple solutions should not be an educator’s first or only expedient option.

Information Literacy and Workplace Performance

To complete the picture of information literacy , then , we must address the concept of our work and home lives ... the Information Age What we're dealing with here is the potential clash with working in the information age and life .

Information Literacy and Workplace Performance

Today's workplace demands skills for a knowledgeable, productive use of information. Success, both personal and organizational, comes from finding what is essential and optimizing its effectiveness. Goad teaches readers how to swim in a potentially overwhelming sea of data. This easy-to-read, lucid guide attends to basic skills, thinking and decision-making, creativity enhancement, innovation and risk taking, computer literacy, subject matter literacy, learning how to learn, and securement of on-the-job help.

Handbook of Research on Writing and Composing in the Age of MOOCs

Valerie Hill University of Washington, USA ABSTRACT As much of life is spent in digital spaces, information literacy now includes a personal responsibility for digital citizenship. This chapter focuses on how students can best become ...

Handbook of Research on Writing and Composing in the Age of MOOCs

The development of online learning environments has enhanced the availability of educational opportunities for students. By implementing effective curriculum strategies, this ensures proper quality and instruction in online settings. The Handbook of Research on Writing and Composing in the Age of MOOCs is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms.

Literacy in the Information Age Final Report of the International Adult Literacy Survey

Rather, proficiency levels along a continuum denote how well adults use information to function in society and the economy. Thus, literacy is defined as a particular capacity and mode of behaviour: the ability to understand and employ ...

Literacy in the Information Age Final Report of the International Adult Literacy Survey

This book presents evidence on the nature and magnitude of the literacy gaps faced by OECD countries.