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Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (2 Volumes)

Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (2 Volumes)

Leo Tan Wee Hin (National Institute of Education, Singapore) and R. Subramaniam (National Institute of Education, Singapore)
Indexed In: SCOPUS View 1 More Indices
Release Date: May, 2009 | Copyright: © 2009 | Pages: 1076

Publication Status: E-Book and Print Version Available for Purchase
ISBN13: 9781605661209
EISBN13: 9781605661216
DOI: 10.4018/978-1-60566-120-9

Description:

Technological advancements have greatly impacted and shaped what has now become the educational system through the convergence of curriculum and technology – particularly in the expansion of traditional forms of literacy.

The Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges provides comprehensive articles on significant issues, methods, and theories currently combining the studies of technology and literacy. Through analysis by international experts of updated and relevant theories and developments, this must-have reference book presents academicians, field researchers, and scholars with a compendium of unsurpassed research into the new media literacy field.
Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • 3-D virtual learning environments
  • Characteristics of learning multimedia
  • Children's text messaging
  • Digital Divide
  • Digital media literacy framework
  • Early reading development
  • Multimodal Literacy
  • New media literacy
  • Problem-Based Learning
  • Teaching and technology
  • Technology-enriched classrooms
  • Video games to improve literacy

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Reviews

This authoritative work offers the educationalist a vision of the pedagogic future and offers
challenges for greater digital integration into contemporary practices. It is not jargon oriented
and is firmly based in realistic classroom management. Digital literacy is an essential skill for
contemporary students, and this work challenges educators to transform their teaching for better learning outcomes.

– Heather Fisher, New England Girls' School, The Australian Library Journal (2011)

This Handbook aims to explore the multi-faceted dimensions related to the use of ICT in teaching and learning in schools.

– Leo Tan Wee Hin, National Institute of Education, Singapore

Leo Tan Wee Hin has a Ph.D. degree in Marine Biology. He holds the concurrent appointments of President of the Singapore National Academy of Science as well as Professor of Biological Sciences and Director of Special Projects in the Faculty of Science at the National University of Singapore. Prior to this, he was Director of the National Institute of Education and Director of the Singapore Science Centre. His research interests are in the fields of marine biology, ICT in education, science education, museum science, telecommunications, and transportation. He has published numerous research papers in international refereed journals.
R. Subramaniam has a Ph.D. in Physical Chemistry. He is an Associate Professor at the National Institute of Education in Nanyang Technological University and Honorary Secretary of the Singapore National Academy of Science. Prior to this he was Acting Head of Physical Sciences at the Singapore Science Centre. His research interests are in the fields of physical chemistry, ICT in education, science education, museum science, telecommunications, and transportation He has published several research papers in international refereed journals.

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Editorial Advisory Board

List of Reviewers

  • Luiz A. Alves, Instituto Oswaldo Cruz, Brazil
  • Art W. Bangert, Montana State University, USA
  • Catherine E. Brawner, Research Triangle Educational Consultants, USA
  • Kim Chwee, Daniel Tan, National Institute of Education, Singapore
  • Gráinne Conole, The Open University, UK
  • Manuela Delfino, Institute for Educational Technology - Italian National Research Council, Italy
  • Glenn Finger, Griffith University, Australia
  • Virginia E. Garland, The University of New Hampshire, USA
  • Susan Gibson, University of Alberta, Canada
  • Begoña Gros, Universitat Oberta de Catalunya, Spain
  • Yasemin Gulbahar, Baskent University, Turkey
  • Nancy J. Hadley, Angelo State University, USA
  • Andrea J. Harmer, Kutztown University, USA
  • Leaunda S Hemphill, Western Illinois University, USA
  • Stephenie Hewett, The Citadel, USA
  • Giorgos Hlapanis, University of the Aegean, Greece
  • Mark van‘t Hooft , Kent State University, USA
  • Lyn C. Howell, Milligan College, USA
  • David Hung, National Institute of Education, Singapore
  • Dougal Hutchison, National Foundation for Educational Research, UK
  • Liisa Ilomäki, University of Helsinki, Finland
  • Romina Jamieson-Proctor, University of Southern Queensland, Australia
  • Robin Kay, University of Ontario Institute of Technology, Canada
  • Carita Kiili, University of Jyväskylä, Finland
  • Bracha Kramarski, Bar-Ilan University, Israel
  • Fotis Lazarinis, University of Teeside, UK
  • Linda R. Lisowski, Elizabeth City State University, USA
  • Gregory Mackinnon, Acadia University, Canada
  • Jennifer Masters, La Trobe University, Australia
  • Guy Merchant, Sheffield Hallam University, UK
  • Katherine Mitchem, California University of Pennsylvania, USA
  • Jörg Müller, University of Barcelona, Spain
  • Margus Pedaste, University of Tartu, Estonia
  • Donatella Persico, Institute for Educational Technology - Italian National Research Council, Italy
  • Beverly Plester, Coventry University, UK
  • Yufeng Qian, St. Thomas University, USA
  • Pavel Samsonov, University of Louisiana, USA
  • R. Subramaniam, Nanyang Technological University, Singapore
  • Leo Tan Wee Hin, Nanyang Technological University, Singapore
  • Jo Tondeur, Ghent University, Belgium
  • Chin-Chung Tsai, National Taiwan University of Science and Technology, Taiwan
  • Maureen Walsh, ACU National, Australia
  • Jennifer Way, University of Sydney, Australia
  • Nancy Wentworth, Brigham Young University, USA
  • Clare Wood, Coventry University, UK
  • Nicola Yelland, Victoria Univeristy, Australia