The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?
This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well beor not a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [ readingatacrossroads.net] moves it beyond the printed page.
| Preface |
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PART ONE Setting the Stage: The Big Picture |
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1 A Brief History of Information Sources in the Late 20th and Early 21st Centuries (A Simulation) |
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2 Literacy and the Technologies of Knowing |
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21 | (5) |
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3 The Resistance to 21st-century Reading |
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26 | (9) |
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4 Three Paradigms in Reading (Really Literacy) Research and Digital Media |
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35 | (10) |
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5 All Bets Are Off: How Certain Kinds of Reading to Learn on the Web Are Totally Different from What We Learned from Research on Traditional Text Comprehension and Learning from Text |
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45 | (6) |
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PART TWO The Nature of Reading (and Writing) Online |
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51 | (76) |
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6 Purposeful, Critical, and Flexible: Vital Dimensions of Online Reading and Learning |
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53 | (12) |
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7 From Computers and the Web to Mobile Devices and e-Texts: The Transition to Digital Reading Continues |
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65 | (9) |
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8 Reading at a Million Crossroads: Massively Pluralized Practices and Conceptions of Reading |
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74 | (15) |
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9 Reading and the Web: Broadening the Need for Complex Comprehension |
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89 | (15) |
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10 Building Coherence in Web-Based and Other Non-Traditional Reading Environments: Cognitive Opportunities and Challenges |
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104 | (11) |
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11 Disequilibrium.edu: Negotiating New Relationships Between Online Reading and Writing |
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115 | (12) |
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PART THREE Instruction: Reading Education in the Digital Age |
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127 | (53) |
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12 "Now Is the Winter of Our Discontent": Shakespeare, Kuhn, and Instability in the Field of Reading Education |
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129 | (10) |
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13 Past, Present, and Future Conditions and Practices of Reading |
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139 | (9) |
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14 Neglected Areas of Instruction: Bad for Print, Worse for the Internet |
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148 | (14) |
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15 We're Closing the Digital Divide: Now Let's Work on Closing the Teleological Divide |
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162 | (10) |
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16 The Functionality of Literacy in a Digital World |
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172 | (8) |
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| Index |
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Rand J. Spiro is Professor of Educational Psychology and Educational Technology, Michigan State University, USA.
Michael DeSchryver is Assistant Professor in the Department of Teacher Education and Professional Development, Central Michigan University, USA.
Michelle Schira Hagerman is Director of Graduate Certificate Programs in Educational Technology and Online Teaching and Learning, Michigan State University, USA.
Paul M. Morsink is a doctoral candidate in Educational Psychology and Educational Technology, Michigan State University, USA.
Penny Thompson is Assistant Professor of Educational Technology, Oklahoma State University, USA.
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