Title
Literacy Theory In The Age Of The Internet (New Directions In World Politics)
Sold by Ergodebooks, an authorized reseller.
Returns accepted within 30 days | support@ergodebooks.com
Shipping Information
- Free Standard Shipping — United States only
- Processing Time: 1–3 business days
- Estimated Delivery: 3–5 business days after dispatch
- Double-boxed, fully insured & discreetly packaged
- Tracking number sent via email once dispatched
- Orders over $250 require signature upon delivery. Taxes calculated at checkout.
Returns & Refund
Returns accepted within 30 days of delivery.
Damaged or Defective Item
Free return shipping + replacement or full refund
Wrong Item Received
Free return shipping + replacement or full refund
Change of Mind
Return shipping at customer's expense · 25% restocking fee applies
Payment Option
Product DescriptionBy now it is widely accepted wisdom that the Internet has vast potential as a learning tool for students of almost all ages and levels. But it is less clear how to harness this potential most effectively. What indeed should the 'online classroom' mean to teachers? Will the rush to get 'wired' mean little more than enhanced visuals or automated lecture deliveryor can it result in innovative pedagogies for improving literacy into the twentyfirst century?In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential.Essays range in subject from the story of a radical, communal writers' group working together in a networked environment; to an exploration of how utopian notions of the networked classroom don't always hold true, on the basis of the authors' classroom experience of hostile, dysfunctional chat room exercises; to an applied and totally attainable model for gathering support and preparing teachers for new technologies.Together the contributions provide a provocative and muchneeded introduction to the constantly shifting subject of literacy theory, paving the way for continued dialogue on a subject that teachers, students, and all writers and readers can no longer afford to ignore.About the AuthorTodd Taylor is assistant professor of English at the University of North Carolina, Chapel Hill. He is the coauthor of The Columbia Guide to Online Style, editor of Dialogic Space: Electronic Frontiers and Critical Literacy, and serves as senior editor of JAC: A Journal of Composition.Irene Ward is assistant professor of English and director of expository writing at Kansas State University. She is the author of Literacy, Ideology, and Dialogue: Toward a Dialogic Pedagogy, coauthor of The Critical Reader, and coeditor of (Inter)views: CrossDisciplinary Perspectives on Rhetoric and Literacy.
⚠️ WARNING (California Proposition 65):
This product may contain chemicals known to the State of California to cause cancer, birth defects, or other reproductive harm.
For more information, please visit www.P65Warnings.ca.gov.