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Media, Learning, and Sites of Possibility


reviewed by Ryan M. Rish - April 04, 2008

coverTitle: Media, Learning, and Sites of Possibility
Author(s): Marc Lamont Hill and Lalitha Vasudevan (Eds.)
Publisher: Peter Lang Publishing, New York
ISBN: 0820486566, Pages: 252, Year: 2008
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In February, the NCTE Executive Committee adopted a position statement, Toward a Definition of 21st Century Literacies, in which they state, Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. (National Council of Teachers of English [NCTE], 2008) The conceptual terrain of these many literacies can prove difficult to navigate for teachers and educators who use media and technology to mediate activities with real students in real learning environments. In Secondary School Literacy: What Research Reveals for Classroom Practice, published by NCTE and marketed to teachers, Don Leu (2007) and members of the New Literacies Research Team at the University of Connecticut present the conceptual terrain of new... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: April 04, 2008
https://www.tcrecord.org ID Number: 15188, Date Accessed: 8/11/2020 3:11:40 AM

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About the Author
  • Ryan Rish
    Ohio State University
    E-mail Author
    RYAN M. RISH is a PhD student in Adolescent, Post-Secondary and Community Literacies at The Ohio State University's School of Teaching and Learning. Ryan supervises pre-service English Language Arts teachers in the school's MEd program and serves as a copy editor for Reading Research Quarterly. He is a former English teacher at Newark High School in Newark, Ohio. His research interests include students' in- and out-of-school literacy practices, digital multimodal composition, community literacies and civic discourse.
 
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