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The book sits firmly in the context of the shift from the “i” to the “c” of ict (information and communications technology) that has been enabled by the developments in user-friendly software shown by the explosion of social networking sites and the engagement of young people inWeb 2.0 practices. It offers for consideration the premise that, if communication is central to the learning process, thenWeb 2.0 applications could offer exciting possibilities. The authors then explore these possibilities. They begin with a definition of Web 2.0; they identify its key characteristics, evaluate the educational potential of significant Web 2.0 practices and provide the theoretical underpinning for this work. While making a strong case for the incorporation of Web 2.0 in education, they also make clear that they do not consider it as the panacea for all educational evils.
This absorbing book argues its case persuasively and should be an invaluable resource for its target audience of teachers, teacher educators, researchers and local authority professionals. I cannot help wishing, however, that the narrative had indicated more specifically that, though digital technologies require and support learning understood as a social activity, this understanding is not a discovery of our digital age, but has been advocated by Dewey and other prophetic voices since at latest the start of the 20th century. This minor reservation apart, I highly recommend this book. It actually gives me sound reason to hope that, with the integration of digital literacies in the curriculum, those prophetic voices will finally be heard and their message will fully be incorporated into classroom practice.
The structure of the book, which is in four parts, helps weave the narrative seamlessly in and out of the classroom. Part A examines digital texts in school and outside, focussing on informal learning and the social construction of knowledge and arguing the case for critical digital literacy. Part B looks at instances of changing literacy practices in the classroom in the context of Web 2.0, and considers issues arising out of this. Part C deals with changing literacies and changing pedagogies and stresses the need for teacher education to respond to these challenges at both preservice and post-qualifying level. There is a strong case here for a parallel pedagogy that enables teachers to work across both old and new literacy practices.
It argues the case from a range of international perspectives, with contributors from the UK, US, and Australia. The case quite simply is that we need to understand literacy as a plural concept that embraces both printed texts and texts created with new and emerging digital technologies. As the book’s subtitle implies, we also need to focus on classroom practices that foster this understanding and promote social learning. The book aims to replace the still prevalent “deficit view” of digital technologies as irrelevant to learning and potentially dangerous to children with an “asset view” that builds on the digital skills and competences children bring to school but are often compelled to leave at the school gates.
Parts A-C are each framed within an introduction and conclusion, both written in Hong Kong. For me, this city, brilliantly evoked in the editors’ thick description, serves as a metaphor for our 21st century multimodal textual landscape and provides a poignant contrast with the almost exclusively print-based literacy practices of schools embedded in this landscape.
This immensely readable book injects a note of passion and urgency into the ongoing discourse on the place of digital literacies in the school curriculum. Written as part of a series published in association with the United Kingdom’s Literacy Association, it looks at the challenges to classroom practice—or “wicked issues”—thrown up by “contentious” digital technologies—and it holds out a vision of classrooms as places where digital and print literacies come together to empower children to navigate the multimodal textual complexity of the world outside school.
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