First Malayan Republic by George A Malcolm

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This Handbook provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances.

Volume I of this Handbook endeavored to lay essential groundwork for the study of literacy and technology; it retains an explanatory value that will not weaken over time. Volume II differs considerably in conception. It assumes for the most part a higher level of expertise on the part of readers, and the projects and applications described by the contributors are characterized by greater sophistication. The scope of technology use is broader, and the challenges that have emerged are in sharper focus. A powerful feature of this volume is the addition of commentaries from experts across the field on the potential of technology in key dimensions of literacy. The title of Volume II has changed slightly to reflect the inclusion of contributions on a broad geographic basis. It is now a truly international Handbook, with chapter authors from six countries and five continents.

The International Handbook of Literacy and Technology: Volume II is organized in five sections:
*The Role of Technology in the New Literacies;
*Technology Applications with Specific Populations;
*Literacy Software and the Internet;
*Teacher Education and Professional Development; and
*The Potential of Technology in Key Dimensions of Literacy.

The effects of technology onliterate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Perhaps the only prediction that can be offered with certainty is that the impact of technology is irreversible. Specific changes may come and go, but literacy and technology seem inextricably linked. This Handbook is dedicated to that linkage and to examining the intricacies that define it.

International Handbook of Literacy and Technology: Volume II is an essential reference for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics.

About George A Malcolm

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Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His books include two that were coauthored with Sharon Walpole: "The Literacy Coach's Handbook: A Guide to Research-Based Practice "and "Differentiated Reading Instruction: Strategies for the Primary Grades," His other books include "Assessment for Reading Instruction" (with Steven Stahl); "Help for Struggling Readers"; "Teaching through Text"; and "Issues and Trends in Literacy Education," among others. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He is the cowinner of the National Research Conference's Edward Fry Book Award and American Library Association's Award for Outstanding Academic Books. He has served on the editorial board of "Reading Research Quarterly," and his articles have appeared in that journal as well as in others. Dr. McKenna now works extensively with literacy coaches in Georgia and Virginia. Sharon Walpole, PhD, is Associate Professor of Reading in the School of Education at the University of Delaware. She teaches undergraduate courses on language and literacy development in kindergarten and first grade, master's courses on content-area reading instruction and on organization and supervision of the reading program, and doctoral seminars on literacy and educational policy. Dr. Walpole has extensive school-based experience, including both high school teaching and elementary school administration. She has also been involved infederally funded and homegrown schoolwide reform projects and has been studying the design and effects of schoolwide reforms, particularly those involving literacy coaches. She works closely with the Reading First initiatives in Delaware, Virginia, and Georgia and is coauthor (with Michael C. McKenna) of "The Literacy Coach's Handbook" and "Differentiated Reading Instruction," and has written articles in a number of professional journals. In 2007, Dr. Walpole received the Early Career Award from the National Reading Conference for Significant Contributions to Literacy Research and Education. Labbo, Department of Reading Education, College of Education, The University of Georgia.
Published January 1, 1951 by CHRISTOPHER PUBLISHING HOUSE.
Genres: Political & Social Sciences. Non-fiction

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