Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation

Resource type
Journal Article
Authors/contributors
Title
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.
Publication
Educational Researcher
Volume
38
Issue
4
Pages
264-269
Date
May 1, 2009
Journal Abbr
Educational Researcher
Language
en
ISSN
0013-189X
Short Title
Comments on Greenhow, Robelia, and Hughes
Accessed
09/11/2021, 20:56
Library Catalogue
SAGE Journals
Extra
Publisher: American Educational Research Association
Citation
Leu, D. J., O’Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation. Educational Researcher, 38(4), 264–269. https://doi.org/10.3102/0013189X09336676