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
DOI: 10.4018/978-1-60566-120-9
ISBN13: 9781605661209|ISBN10: 1605661201|EISBN13: 9781605661216
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Description & Coverage

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.


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
Reviews and Testimonials

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
Table of Contents
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Editor Biographies
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.
Editorial Review 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
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    Information and Communication Technologies (ICT) are pervading society to an extent which many would not have even dreamt about as recently as a decade back. Practically, no aspect of societal endeavor has been left untouched by the relentless march of ICT. The ossified enclaves of many aspects of society have been rendered permeable by the osmotic gradients engendered by the forces of ICT!

    One area that ICT is continuing to impact vigorously is education. The paradigms of traditional pedagogy are being reframed to the extent that purists set in the classical mould would not even have believed. These developments pose challenges for teachers and students. Policy makers and administrators will also have to increasingly grapple with the ICT dimensions of initiatives in the educational space.

    The K-12 school setting has seen the influx of a diversity of ICT tools which aim to augment teaching and learning by capitalizing on the potentialities of ICT. For example, e-learning, multimedia, webquests, electronic portfolios, automated scoring systems, video games, mobile devices, learning objects, 3-D virtual environments and Web 2.0 technologies are some of the ICT tools that have pervaded the educational scene. The K-12 setting has also been a laboratory for the trialing of new technologies for teaching and learning by educational researchers, and this has generated a wealth of findings.

    The Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges aims to explore the multi-faceted dimensions related to the use of ICT in teaching and learning in schools. By bringing together a wealth of educational studies on various aspects of ICT, we aim to address the need for practitioners to have a one-stop reference book for ideas on the latest thinking in the field.

    A novel feature of the Handbook is that all contributions were commissioned from recently published, journal authors working in the field of ICT. This ensures the contemporary nature of the ideas explored in the chapters as well as helps to ensure a desired level of scholarship in the chapters. It was made clear to all contributors that their submissions must also pass the additional test of peer scrutiny. A Call for Chapters was thus not posted in the web, as is normally done for a project of this undertaking. Almost all chapters benefitted from the reviews by other contributors. A few chapters required a second round of revisions. Despite the 2-tier mechanism (commissioning contributions from published authors and peer review) to ensure a high quality of submissions, a handful of chapters had to be rejected – either because the referees’ comments were not favorable or because the authors decided not to revise their chapters on the basis of the major revisions recommended by the referees.

    In all, there are 52 chapters contributed by 91 authors from 51 institutions in 15 countries for this Handbook – a truly multinational effort! An international collaboration is indispensable when undertaking an ambitious project of this nature as well as for the strategic positioning of the Handbook as a definitive source of reference in the field of new media literacy.

    For convenience, the 52 chapters have been broadly placed in one of five sections – Issues in new media literacy, ICT tools, Case studies, Assessment, and Professional development. This classification allows interested readers to access materials in an area of interest. The classification is guided by our own reading of the chapters and it is possible that a chapter would also be suitable for placement in another section. There may be some duplication of content as judged from the titles of a few chapters – our stand is that different authors approach similar topics from the lens of their own experience and it is necessary to capture diverse perspectives as this can help to consolidate thinking in particular directions.

    The target audiences for the Handbook include school teachers, educational administrators, policy makers, educational researchers, ICT specialists, and university academics – copies in public and university libraries would help to enhance the outreach effectiveness of the ideas in the Handbook. Rarely has an opportunity been provided to bring together a wealth of ideas in new media literacy from an array of experts under one platform.

    A book of this magnitude will not have been possible without the support of many people. Our foremost gratitude goes to Dr Mehdi Khosrow-Pour, President of IGI Global, for his invitation for us to edit this Handbook. The staff at IGI Inc has been a delight to work with. We appreciate the high level of professionalism and support displayed by their staff – grateful thanks to Kristin Roth, Rebecca Beistline, Julia Mosemann and Christine Bufton! We thank all authors for their chapters. A special ‘thank you’ also to most authors for acting as referees for the submissions of fellow authors! We thank the management of the National Institute of Education, Nanyang Technological University for their support and encouragement in the course of working on this project in the midst of our academic commitments.

      Leo Tan Wee Hin and R. Subramaniam
      National Institute of Education
      Nanyang Technological University