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ERIC Number: ED493246
Record Type: Non-Journal
Publication Date: 2006-Nov
Pages: 272
Abstractor: ERIC
ISBN: ISBN-0-3352-2010-X
New Literacies: Everyday Practices and Classroom Learning
Lankshear, Colin; Knobel, Michelle
Open University Press
The first edition of this popular book examined new literacies and new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely second 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: (1) Popular practices and social networks associated with contemporary phenomena, Flickr and Wikipedia; (2) Blogging, podcasting and mobile/wireless communication practices; (3) Writing practices within online fanfiction and manga-anime communities; and (4) The production of Anime-Music-Video artifacts and online multimodal "memes." This book contains the following three parts and six chapters. Part One, What's New?, presents: (1) From "Reading" to "New Literacy Studies" New Literacies and the Challenge of Mindsets. Part Two, New Literacies in Everyday Practice, includes: (2) Into the Blogosphere: the World of Weblogs; (3) Stars and Fans: New Writing in Popular Culture; and (4) Mobile "Internetworking": Wireless Communication and Computing. Finally, Part Three, Classroom Learning Meets New Literacies, concludes the book with: (5) Planning Pedagogy for WiFi: Learning in the Age of the "Mobile Mobs"; and (6) Multimodality in Literacy and Learning. [This book represents the second edition of "New Literacies: Everyday Practices and Classroom Learning."]
Open University Press. The McGraw-Hill companies, Order Services, P.O. Box 182605, Columbus, OH 43218-2605. Tel: 800-262-4729; Fax: 614-759-3644; e-mail:; Web site:
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: Students; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A