New Literacies: Changing Knowledge and Classroom Learning

New Literacies: Changing Knowledge and Classroom Learning

New Literacies: Changing Knowledge and Classroom Learning

New Literacies: Changing Knowledge and Classroom Learning


"Lankshear and Knobel's New Literacies: Changing Knowledge and Classroom Learning is a savvy and principled analysis of emerging socio-cultural conditions of digitization, the best take to date on education, Post-Lyotard." - Suzanne de Castell, Professor, Literacy and New Media Studies, Simon Fraser University

"An intriguing book which argues why the use of new media is transforming ways of knowing and making meaning in the digital age. Essential reading for anyone who cares about literacy education." - Associate Professor Ilana Snyder, Monash University

"A good book opens a window onto new vistas; an excellent one, on the other hand, pulls readers through the opening and beyond, inviting critical dialogue at every turn. New Literacies belongs in the excellent catagory." - Donna Alvermann, University of Georgia

Literacy education continues to be dominated by a mindset that has passed its use-by date. Education has failed to take account of how much the world has changed during the information technology revolution. It proceeds as though the world is the same as before - just somewhat more technologised. This is the hallmark of an 'outsider' mindset. In fact, qualitatively new literacies and new kinds of knowledge associated with digitally saturated social practices abound. 'Insiders' understand this, 'outsiders' do not. Yet 'outsider' perspectives still dominate educational directions. Meanwhile, student 'insiders' endure learning experiences that mystify, bemuse, alienate and miseducate them. This book 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 second edition of New Literacies: Everyday Practices and Classroom Learning loses no time in establishing itself as the rightful successor to the first edition. Although at first glance this claim might seem an odd, even unnecessary, statement given the fairly common practice of publishing subsequent editions of books that do well initially, I stand by it for several reasons. First and foremost, I want to emphasize that Colin Lankshear and Michele Knobel are once again at their best — doing what they do so well as writers — pulling readers effortlessly through complex ideas made understandable by a lively and engaging style of writing. Their deep and abiding interest in developing a viable concept of new literacies is palpable, and it is this interest that keeps their scholarship fresh and their writing credible.

Another reason for stating what might otherwise seem obvious is this: not all second editions measure up when compared to an earlier edition. New Literacies: Everyday Practices and Classroom Learning does, however, and it does so in both practical and pedagogically sound ways. In just the few short years since publication of the first edition, new technologies . . .

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