New literacies: everyday practices and social learning, 3rd edition

The new edition of this popular book takes a fresh look at what it means to think of literacies as social practices. The book explores what is distinctively 'new' within a range of currently popular everyday ways of generating, communicating and negotiating meanings. Revised, updated and significantly reconceptualised throughout, the book includes: * Closer analysis of new literacies in terms of active collaboration * A timely discussion of using wikis and other collaborative online writing resources * Updated and expanded accounts of digital remix and blogging practices * An explanation of social learning and collaborative platforms for social learning * A fresh focus on online social networking * A new batch of discussion questions and stimulus activities The importance of social learning for becoming proficient in many new literacy practices, and the significance of new media for expanding the reach and potential of social learning are discussed in the final part of the book. New Literacies 3/e concludes by describing empirical cases of social learning approaches mediated by collaborative learning platforms. This book is essential reading for students and academics within literacy studies, cultural or communication studies and education

Digital Literacies

With our increasing use of digital and online media, the way we interact with these forms of communication is having an enormous impact on our literacy and learning. In Digital Literacies, Julia Gillen argues that to a substantial extent Linguistics has failed to rise to the opportunities presented by studying language in digital contexts. Assuming no existing knowledge, and drawing from a wide range of research projects, she presents a range of approaches to the study of writing and reading language online. Challenging some of the existing concepts, Digital Literacies traces key ideas through both the history of literacy studies and contemporary approaches to language online, including linguistic ethnography and corpus linguistics. Examples, taken from real life studies, include the use of digital technologies in everyday life, online teenage communities and professional use of Twitter in journalism. Within each chapter, the relevant research methods used are explored and then tied to the theory underpinning them. This book is an innovative and essential read for all those studying and researching applied linguistics, particularly in the areas of literacy and multimodality, at an upper undergraduate and postgraduate level. The title will also be of interest to those working with new media in the fields of Media and Communication Studies, Cultural Psychology, and Education

Digital Literacies

With our increasing use of digital and online media, the way we interact with these forms of communication is having an enormous impact on our literacy and learning. In Digital Literacies, Julia Gillen argues that to a substantial extent Linguistics has failed to rise to the opportunities presented by studying language in digital contexts. Assuming no existing knowledge, and drawing from a wide range of research projects, she presents a range of approaches to the study of writing and reading language online. Challenging some of the existing concepts, Digital Literacies traces key ideas through both the history of literacy studies and contemporary approaches to language online, including linguistic ethnography and corpus linguistics. Examples, taken from real life studies, include the use of digital technologies in everyday life, online teenage communities and professional use of Twitter in journalism. Within each chapter, the relevant research methods used are explored and then tied to the theory underpinning them. This book is an innovative and essential read for all those studying and researching applied linguistics, particularly in the areas of literacy and multimodality, at an upper undergraduate and postgraduate level. The title will also be of interest to those working with new media in the fields of Media and Communication Studies, Cultural Psychology, and Education

Discourse and Digital Practices

Discourse and Digital Practices shows how tools from discourse analysis can be used to help us understand new communication practices associated with digital media, from video gaming and social networking to apps and photo sharing. This cutting-edge book: draws together fourteen eminent scholars in the field including James Paul Gee, David Barton, Ilana Snyder, Phil Benson, Victoria Carrington, Guy Merchant, Camilla Vasquez, Neil Selwyn and Rodney Jones answers the central question: "How does discourse analysis enable us to understand digital practices?" addresses a different type of digital media in each chapter demonstrates how digital practices and the associated new technologies challenge discourse analysts to adapt traditional analytic tools and formulate new theories and methodologies examines digital practices from a wide variety of approaches including textual analysis, conversation analysis, interactional sociolinguistics, multimodal discourse analysis, object ethnography, geosemiotics, and critical discourse analysis. Discourse and Digital Practices will be of interest to advanced students studying courses on digital literacies or language and digital practices

Teaching "writing 2.0"

Diese Diplomarbeit beschäftigt sich mit dem Web 2.0, seiner Auswirkung auf das Wesen der Schreibkomptenz und der schriftlichen Kommunikation (‚Writing‘), und dessen Implikationen für den Fremdsprachenunterricht Englisch. Nach einer Begriffsdefinition von ‚Writing‘ wird das Konzept von ‚Literacy‘ beleuchtet, das heutzutage weit über die traditionelle Lese- und Schreibkompetenz hinausgeht, und deshalb von mehreren Quellen nur als Mehrzahlform geführt wird (‚New Literacies‘). Diese neuen ‚Literacies‘ definieren sich im digitalen Zeitalter vor allem durch das Medium des Bildschirms, das die traditionellen textlastigen Strukturen aufbricht, und sich zunehmend am Bildhaften und der Kombination von multimodalen Inhalten orientiert. Nach einem Überblick über traditionelle Lernmodelle für die Vermittlung der Schreibkompetenz, wird auf neue Technologien und ihre Implikationen für den Fremdsprachenunterricht eingegangen. Im Weiteren, finden sich eine Beschreibung des „Connectivism“ als Lerntheorie für das digitale Zeitalter, sowie eine Analyse des GERS (Gemeinsamer Europäischer Referenzrahmen) und der österreichischen AHS Lehrpläne bezüglich ihrer Inhalte zur Schreibkompetenz und zu neuen Technologien. Anschließend erklärt die Arbeit die Besonderheiten des Web 2.0, und beschreibt vier Applikationen (Weblogs, Twitter, Wikis und Online Document Editors) in ihrer Funktionalität sowie ihrem Unterrichtseinsatz. Weiters geht die Arbeit auch auf ein didaktisches Modell der „New London Group“ ein, das sich von der Vermittlung von einzelnen Sprachfertigkeiten löst, und sich an der Verknüpfung von verschiedenen Design Elementen in der Textkomposition orientiert. Ergänzend finden sich Überlegungen zu einer Pädagogik 2.0, mit Prinzipien wie Lerner-Autonomie und lernerzentriertem Unterricht. Abschließend werden Evaluierungskriterien zur Vermittlung einer ‚Writing 2.0‘ Kompetenz durch Web Applikationen, definiert, und in einer Evaluierung von Wikis und Weblogs angewendet

Discourse and Digital Practices

Discourse and Digital Practices shows how tools from discourse analysis can be used to help us understand new communication practices associated with digital media, from video gaming and social networking to apps and photo sharing. This cutting-edge book: draws together fourteen eminent scholars in the field including James Paul Gee, David Barton, Ilana Snyder, Phil Benson, Victoria Carrington, Guy Merchant, Camilla Vasquez, Neil Selwyn and Rodney Jones answers the central question: "How does discourse analysis enable us to understand digital practices?" addresses a different type of digital media in each chapter demonstrates how digital practices and the associated new technologies challenge discourse analysts to adapt traditional analytic tools and formulate new theories and methodologies examines digital practices from a wide variety of approaches including textual analysis, conversation analysis, interactional sociolinguistics, multimodal discourse analysis, object ethnography, geosemiotics, and critical discourse analysis. Discourse and Digital Practices will be of interest to advanced students studying courses on digital literacies or language and digital practices

Web indicators for research evaluation. Part 1: Citations and links to academic articles from the Web

The extensive use of the web by many sectors of society has created the potential for new wider impact indicators. This article reviews research about Google Scholar and Google Patents, both of which can be used as sources of impact indicators for academic articles. It also briefly reviews methods to extract types of links and citations from the web as a whole, although the indicators that these generate are now probably too broad and too dominated by automatically generated websites, such as library and publisher catalogues, to be useful in practice. More valuable web-based indicators can be derived from specific types of web pages that cite academic research, such as online presentations, course syllabi, and science blogs. These provide evidence that is easier to understand and use and less likely to be affected by unwanted types of automatically generated content, although they are susceptible to gaming