Digital media has become an increasingly powerful force in modern society. This volume brings together outstanding European, American and Australian research in "writing and digital media" and explores its cognitive, social and cultural implications. In addition to presenting programs of original research by internationally known scholars from a variety of disciplines, each chapter provides a comprehensive review of the current state-of-the-art in the field and suggests directions for future research. This wide-ranging international volume presents the very best of current thinking in the field and will be indispensable to anyone doing or contemplating work in the area, both for established researchers as well as newcomers, including graduate students. This book is organized into the following sections and chapters: Section I, Writing Modes and Writing Environments with the following chapters: (1) Assistive Technology for Writing: Tools for Struggling Writers (C. MacArthur); (2) Young Writers and Digital Scribes (T. Quinlan); and (3) Repair Strategies in Writing with Speech Recognition: The Effect of Experience with Classical Dictating (M. Leijten, L. Van Waes). Section II, Writing and Communication presents the second series of titles: (4) Learning to Write in the Information Age: A Case Study of Schoolchildren's Writing in Sweden (Y.H. af Segerstad, S. Sofkova Hashemi); (5) Ludicity and Negotiated Meaning in Internet Chat (R. Niesten, R. Sussex); and (6) Knowledge Acquisition by Designing Hypervideos: Different Roles of Writing During Courses of 'New' Media Production (E. Stahl et al.); Section III, Digital Tools for Writing Research offers the next group of chapters. They are: (7) Web Analysis Tools Based on Infoscent [TM]: How Cognitive Modelling Explain Reader Navigational Decisions (E.H. Chi); (8) Automated Web Site Evaluation Tools: Implications for Writers (M.Y. Ivory-Ndiaye); (9) Mining Textual Knowledge for Writing Education and Research: The DocuScope Project (D. Kaufer et al.); (10) Visualizing Patterns of Annotation in Document-Centered Collaboration on the Web (H. Rodriguez, K. Severinson Eklundh); and (11) Online Study of Word Spelling Production in Children's Writing (J. Noel Foulin, L. Chanquoy). The first half of Section IV, Digital Tools for the Recording, the Logging and the Analysis of Writing Processes contains an Introduction, Overview and Framework (K. Sullivan, E. Lindgren) then presents these chapters: (12) Logging Writing Processes with Inputlog (L. Van Waes, M. Leijten); (13) Combining Keystroke Logging with Eye Tracking (B. Andersson et al.); (14) Progression Analysis: An Ethnographic, Computer-Based Multi- Method Approach to Investigate Natural Writing Processes (D. Perrin); and (15) Camtasia & CatMovie: Two Digital Tools for Observing, Documenting and Analyzing Writing Processes of University Students (M. Degenhardt). The second part of Section IV, Writing in Online Educational Environments, contains the following chapters: (16) Tools, Language Technology and Communication in Computer Assisted Language Learning (P. Karlstrom et al.); (17) Rethinking Instructional Metaphors for Web-Based Writing Environments. (M. Palmquist); and (18) Approaching the Skills of Writing. (P. Henning Uppstad, A. Kari Hansen Wagner). Section V, Social and Philosophical Aspects of Writing and Digital Media, presents the final chapters: (19) Bilingual Literacy and a Modern Digital Divide (S. Ransdell et al); (20) Literacies and the Complexities of the Global Digital Divide (C.L. Selfe et al.); and (21) Proposal for a Monument to Lost Data (B. Mauer). The book concludes with References, Author Index, Subject Index, and List of Contributors. [This book is published by Elsevier.]