"Comments on Greenhow, Robelia, and Hughes": Expanding the New Literacies Conversation
Educational Researcher Volume 38, Number 4, ISSN 0013-189X
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.
Leu, D.J., O'Byrne, W.I., Zawilinski, L., McVerry, J.G. & Everett-Cacopardo, H. (2009). "Comments on Greenhow, Robelia, and Hughes": Expanding the New Literacies Conversation. Educational Researcher, 38(4), 264-269.
Cited ByView References & Citations Map
David Hicks, Virginia Tech, United States; John K. Lee, North Carolina State University, United States; Michael Berson, University of South Florida, United States; Cheryl Bolick, University of North Carolina at Chapel Hill, United States; Richard Diem, The University of Texas at San Antonio, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 433–450
Networked Participatory Scholarship: Socio-cultural & Techno-cultural Pressures on Scholarly Practice
George Veletsianos & Royce Kimmons, University of Texas at Austin, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2260–2267
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