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Comments on Greenhow, Robelia, and Hughes: Expanding the New Literacies Conversation

DONALD J. LEU is the John and Maria Neag Endowed Chair in Literacy and Technology and the director of the New Literacies Research Lab at the University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269-2033; donald.leu{at}uconn.edu. He has degrees from Michigan State University (B.A.), Harvard University (Ed.M.), and the University of California, Berkeley (Ph.D.). He is a past president of the National Reading Conference, a member of the board of directors of the International Reading Association, and was elected to the Reading Hall of Fame. He conducts research on new literacies.

W. IAN O’BYRNE is a Neag Fellow, doctoral student, and researcher with the New Literacies Research Lab at the University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269-2033; wiobyrne{at}gmail.com. He received his master of education degree from the University of Massachusetts. He has taught English language arts in both the middle schools and high schools of Springfield and Chicopee, Massachusetts. He has been involved in initiatives in his school districts ranging from online course work to integrating technology in the classroom, school-to-career mentoring, and department leadership.

LISA ZAWILINSKI is a Neag Fellow, doctoral student, and researcher with the New Literacies Research Lab at the University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269-2033; lisa.zawilinski{at}uconn.edu. She is most interested in effective communication on the Internet. Lisa is a former codirector of the Connecticut Writing Project and has taught and provided professional development for more than 15 years.

J. GREG McVERRY is a Neag Fellow, doctoral student, and researcher with the New Literacies Research Lab at the University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269-2033; jgregmcverry{at}gmail.com. His research interests center on encouraging flexible thinking and the adopting of multiple perspectives to increase critical evaluation and synthesis during Internet inquiry. He has provided professional development to districts on topics ranging from integrating classroom websites and electronic whiteboards to developing e-portfolios.

HEIDI EVERETT-CACOPARDO is a Neag Fellow, master’s student, and researcher with the New Literacies Research Lab at the University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269-2033; everettcacopardo{at}gmail.com. She has taught secondary science for 3 years in New Haven, Connecticut. She is studying how struggling adolescent readers become more engaged in learning through international, Internet-based projects between classrooms.

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

Key Words: literacy • new literacies • online reading comprehension • technology

Educational Researcher, Vol. 38, No. 4, 264-269 (2009)
DOI: 10.3102/0013189X09336676


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				C. Greenhow, B. Robelia, and J. E. Hughes Response to Comments: Research on Learning and Teaching With Web 2.0: Bridging Conversations Educational Researcher, May 1, 2009; 38(4): 280 - 283. [Abstract] [Full Text] [PDF]