Previous ed.: 2003.

Includes bibliographical references and index.

This text describes new social practices and new literacies, along with kinds of knowledge associated with them. It shows what is at stake between 'outsider' and 'insider' mindsets, argues that education requires a shift in mindset, and suggests how and where pursuit of progressive change might begin. "The important contribution that this book makes is the way in which it urges us to rethink literacy and the influential forces that are shaping new practices. So, if you already own a copy of the first edition, you need to buy the second edition; if you own neither, buy both - and if that's not possible, buy the second edition and borrow the first! Because New Literacies: Everyday Practices and Classroom Learning is essential reading." Literacy Journal, Volume 41 Number 3 November 2007The first edition of this popular book explored new literacies, new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely new edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices that remix audio and visual texts. Revised and updated throughout, the book examines: Popular practices and social networks associated with contemporary phenomena, Flickr and WikipediaBlogging, podcasting and mobile/wireless communication practicesWriting practices within online fanfiction and manga-anime communities The production of Anime-Music-Video artifacts and online multimodal `memes'The authors look at how digital technologies and new forms of mobile communications have been embraced by young people and integrated into their everyday lives. They argue that schools ignore some of these trends at their peril, and discuss how wireless mobility might be integrated effectively into school-based pedagogies and due attention paid to new literacies in teaching and learning.This new edition is essential reading for undergraduates and academics within literacy studies and for policy writers working within the area of digital literacy, new technologies or ICT development within education.

Description based on CIP data; resource not viewed.