Handbook of Literacy and Technology

作者:Reinking; Reinking, David; Labbo, Linda D.

页数:400

出版时间:1998-4

价格:$ 186.45

isbn号码:9780805826425

具体描述

This volume explains how electronic forms of reading and writing may be transforming conceptions of literacy as the world moves into the 21st century. Its rationale is founded to some extent on the belief that we are heading toward a post-typographic world - one in which printed texts are no longer dominant. Like many edited books, the birth of this volume is linked to a scholarly conference. However, unlike other edited books that are often proceedings or selected papers assembled after a conference, the chapters in this volume - from the beginning - were the focal point for planning and holding the conference to which they are related. The integral connection between the two is explained by the fact that they were proposed jointly as a synthesis and dissemination project in the final year of the National Reading Research Centre's five-year funding. This project proposed bringing together a group of scholars and educators to explore the relation between technology and literacy and the extent, if any, to which that relation was transforming literacy. Each individual invited to participate in the project agreed to author or co-author a chapter related to one of the "transformation" themes that comprise the sections of this book. Literacy in the modern era has always been recognized as playing a key role in promoting and shaping technological development. Technology and its relation to literacy have also been commonly viewed as components interacting with a broad range of socio-cultural and historical trends. However, what we are coming to know and appreciate more consciously now is that literacy and technology cannot be divorced from one another. Literacy can essentially be viewed as a technology - the psycho-social dimensions of literacy cannot be fully separated from the materials and processes for creating texts. That more integrated view of literacy and technology as essentially inseparable clearly underlies the contents of this book and the word "transformations" in its title. The appearance of distinctly new technologies that transform the tangible means by which people read and write implies at least the potential for producing a cascade of socio-cultural transformations. While this volume cannot offer definitive predictions about what the ultimate results of such transformations might be, it does heighten awareness about the intimate relation between literacy and technology, and should serve as a guidepost in the evolution of whatever literacy will become in the first century of the new millennium.

用户评价

老实讲，这本书的阅读体验颇为“烧脑”，但绝对物超所值。它似乎横跨了教育心理学、计算机科学和符号学等多个学科领域，内容密度极高，需要逐句品味。其中关于“数字时代信息素养的结构模型”的章节，对我启发极大，它提供了一个清晰的框架来评估学生在海量信息中筛选、验证和整合知识的能力。我个人对其中关于“可穿戴设备在非正式学习环境中的角色”的分析特别感兴趣，这部分内容非常具有前瞻性，描绘了学习场景如何从固定的教室延伸到生活的每一个角落。这本书的作者们似乎拥有将复杂的交叉学科理论转化为可理解的模型的天赋。它要求读者全身心投入，但一旦你跟上了它的节奏，你会发现自己对“读写”这个概念的理解被彻底拓宽了，它已经不再是单纯的识字，而是一整套与世界交互的复杂技能体系。

初翻此书，一股扑面而来的学术气息令人印象深刻，但这种厚重感绝非枯燥的说教，而是建立在坚实理论基础之上对复杂现象的剖析。它更像是一份详尽的路线图，勾勒出技术融入教育实践的脉络。我发现书中对“数字鸿沟”和社会公平性的探讨尤为尖锐和必要。作者没有回避技术进步可能带来的负面效应，而是诚恳地指出了在推广新型识字技能时，必须同步解决资源分配不均的问题。书中的章节结构安排得极具逻辑性，从宏观的理论框架过渡到微观的课堂实践，每一个转折都显得水到渠成。举个例子，其中关于“交互式叙事”如何改变传统阅读体验的部分，我读得津津有味，它提供了一套全新的视角来评估和设计学习材料的有效性。对于希望将前沿理论转化为实际教学策略的教师来说，这本书提供的不仅仅是灵感，更是实实在在的操作指南和批判性思考的工具箱。

我必须说，这本书的广度和深度都超出了我的预期。我本来以为它会聚焦于某个单一的技术应用，比如平板电脑或特定的软件，但它展现出的视野更加宏大。它仿佛站在一个更高的山头，审视着整个教育生态系统被技术重塑的过程。令我感到惊喜的是，书中对“情感计算”和“沉浸式学习环境”在提升学习动机方面的潜力进行了深入的探讨。这些话题往往被主流的教育读物所忽略，但它们却是未来学习体验的关键组成部分。阅读过程中，我不断地在思考如何将这些前瞻性的概念融入我目前的工作中去。这本书的语言风格是那种非常精英化、但又极其精准的学术表达，要求读者有一定的背景知识储备，但对于那些愿意投入时间和精力去深入研究的读者，它所能提供的洞察力是无与伦比的。它不是一本用来消磨时间的书，而是一本需要反复研读和标记的案头工具书。

这本书简直是为那些渴望在信息时代提升阅读理解和技术应用能力的人准备的宝藏！我拿到它的时候，首先被它厚实的装帧和清晰的排版吸引住了。内容上，它似乎以一种非常系统和前沿的方式探讨了“识字”这个核心概念是如何在当今的技术浪潮中被重新定义和拓展的。我特别欣赏它没有仅仅停留在传统的纸质阅读层面，而是深入剖析了数字文本、多模态交流以及新兴技术（比如AI驱动的阅读辅助工具）对学习者认知过程的影响。作者们显然是该领域的资深专家，他们的论述严谨又不失启发性，经常引用最新的研究数据和案例分析来支撑观点。翻阅过程中，我感觉自己不仅仅是在阅读，更像是在进行一场深度研讨会，它迫使我去重新审视自己对“读写能力”的固有认知，并开始思考如何才能真正装备下一代去驾驭信息洪流。这本书无疑是教育工作者、课程设计师乃至所有关注未来学习形态的社会人士的必备参考书。

这本书给我的整体感受是“革新”与“挑战并存”。它不是在歌颂技术万能论，而是以一种近乎冷静的科学态度，剖析了技术介入识字教育后产生的一系列复杂的认知、社会和伦理问题。我特别欣赏它在讨论“屏幕时间”和“深度阅读能力衰退”时的辩证分析。作者没有简单地下结论，而是列举了正反两方面的证据，引导读者自己去权衡和决策。这种鼓励批判性反思的写作方式，使得这本书的价值远超一般的指导手册。它更像是一部严肃的学术对话录，邀请读者加入到关于未来教育形态的关键性讨论中来。对于那些正在制定学校技术政策或进行教育研究的人来说，这本书提供的基础论据和分析框架是极其宝贵的，它确保了你在做决策时，考虑到了尽可能多的维度。