Comments on Greenhow, Robelia, and Hughes: Expanding the New Literacies Conversation

Abstract

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009) , suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

Multicultural Education and Multiliteracies: Exploration and Exposure of Literacy Practices With Preservice Teachers

“…A richer and more complex definition of literacy thus requires a richer and more complex theoretical framing of literacy research (Leu, O'Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009). To frame this study, we used a multitheoretical perspective approach (Labbo & Reinking, 1999) that incorporated elements of multicultural education, including culturally responsive teaching (CRT) and multiliteracies.…”

Educational Research: The Importance and Effects of Institutional Spaces

“…In other words, knowledge is decentralized, accessible, and co-constructed by and among a broad base of users. Leu et al ( 2009 ) have argued that the Internet in educational settings should no longer be framed as an issue of technology, but rather, research should be framed as an issue of literacy called 'New Literacy Theories': 247) Practices of social scholarship in Web 2.0 spaces also contribute to the development of theory.…”

Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st‐Century Literacy—Now

“…The umbrella of online literacy is multifaceted and constantly changing and covers a variety of “new literacies” (Bilal, ; Lankshear & Knobel, ; Leu, O'Byrne, Zawilinski, McVerry, & Everett‐Cacopardo, ; Warschauer, ) that students need in order to be literate— now— such as using search engines, blogs, wikis, Facebook, Google Docs, and other emerging technologies. Future literacy demands will encompass technologies that have yet to be invented (Leu et al, ).…”

“…Future literacy demands will encompass technologies that have yet to be invented (Leu et al, ). One aspect of online literacy that many believe to be critical for students' success is online reading proficiency (Coiro & Dobler, ; International Reading Association, ; Leu et al, ; Leu, Kinzer, Coiro, & Cammack, ; RAND Reading Study Group, ).…”