New Literacies: Everyday Practices and Classroom Learning [Paperback]

Colin Lankshear (Author), Michele Knobel (Author)

Book Description

Publication Date: October 1, 2006 | ISBN-10: 033522010X | ISBN-13: 978-0335220106 | Edition: 2

The World Has Changed—So Should the Way You Teach

This thought-provoking book argues that education has failed to take into account how much the world has changed since the information technology revolution and that education requires a totally new mindset to become relevant. The authors describe the new social practices and new literacies associated with a digital world and offer suggestions on where change should occur.

Editorial Reviews

Review

"Contains the best explanation to date of just what 'new' means in new literacies." David O'Brien, University of Minnesota and Eurydice Bouchereau Bauer, University of Illinois"

About the Author

Colin Lankshear is Professor of Literacy and New Technologies at James Cook University, Australia, Visiting Scholar at McGill University, Canada, and an Adjunct Teacher at the Universidad Nacional Autónoma de México.

Michele Knobel is Professor of Education at Montclair State University in New Jersey and an Adjunct Associate Professor at Central Queensland University, Australia.

Colin and Michele are the authors of A Handbook for Teacher Research (Open University Press, 2004), and Boys, Literacies and Schooling (with Leonie Rowan and Chris Bigum, 2001) as well as numerous other books and articles.

Product Details

• Paperback: 272 pages
• Publisher: Open University Press; 2 edition (October 1, 2006)
• Language: English
• ISBN-10: 033522010X
• ISBN-13: 978-0335220106
• Product Dimensions: 9 x 5.8 x 0.7 inches
• Shipping Weight: 1.1 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
• Amazon Best Sellers Rank: #257,690 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

5 of 5 people found the following review helpful:

5.0 out of 5 stars NOT the item pictured, July 17, 2009

By 

Hoobie - See all my reviews

This review is from: New Literacies: Everyday Practices and Classroom Learning (Paperback)

Just a quick note: I don't think a book by the title, "New Literacies: Changing Knowledge in the Classroom" even exists. If you look closely at the picture above, you can just read that the pictured book is, "New Literacies: Everyday Practices and Classroom Learning," a book I can't find on Amazon but have here on my desk.

If you click the [look inside] button above, you will be taken to a yet different book, "New Literacies: Changing Knowledge and Classroom Learning". It's NOT the same as "New Literacies: Everyday Practices and Classroom Learning," nor I suppose as "New Literacies: Changing Knowledge in the Classroom," which like I said doesn't exist.

They are titled very similarly and both / all by Lankshear and Knobel, so there is a lot of room for confusion. I hope this helps. Which one will show up if you buy it is anyone's guess.

As to a super brief review, "New Literacies: Everyday Practices and Classroom Learning," - the one I have, the one pictured, but not the one in the [look inside] feature - is very nice, like Lankshear and Knobel tend to be.

3 of 3 people found the following review helpful:

5.0 out of 5 stars Excellent book for any teacher or teacher educator, April 13, 2007

By 

Christopher Shamburg (Maplewood, NJ) - See all my reviews
(REAL NAME)   

This review is from: New Literacies (Paperback)

Fascinating book. It's the most accessible and clear account of new literacies that I've read. The chapter "from Reading to New Literacy Studies" succinctly and clearly describes the social, economic, and educational factors that have influenced the evolution of the terms literacy and new literacies. The chapter "Faking It: The National Grid for Learning" is a useful example of what New Literacies (and good teaching) are not.

I would have liked some more connections to current work on epistemic cognition (ala books like Women's Ways of Knowing and Personal Epistemology)--there's a big opportunity to connect digital epistemology to this area of inquiry. But this 'suggestion' doesn't diminish my overall enthusiasm of the book (just add those books to your reading list if you are interested in the applications of epistemology in education).

Overall, this is an excellent book for any teacher or teacher educator who wants some guidance or food for though on using technology in literacy, humanities, or the social sciences--from Kindergarten to graduate school.