Rethinking literacy in the information age and beyond

Christine Elizabeth Reading

Rethinking literacy in the information age and beyond

Christine Elizabeth Reading

SiMERR

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The responsibility for preparing students for their careers as information workers in the information age requires that educators continually rethink literacy. After considering developments such as mutliliteracies, ICT literacies and information literacy, new challenges are presented. The importance of knowledge creation and its impact on our information society are outlined. Questioning and epistomological approaches are suggested as ways of conceptualizing new literacy practices. Finally, a rethink of literacy is suggested to promote knowledge development, ready to produce knowledge workers for the impending knowledge age.

Original language	English
Title of host publication	Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technology, 2004
Editors	Diane Hansford
Place of Publication	Armidale, Australia
Publisher	University of New England
Pages	1-10
ISBN (Print)	1863899383
Publication status	Published - 2005
Event	Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies - University of New England, Armidale, Australia Duration: 24 Nov 2004 → 27 Nov 2004

Conference

Conference	Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies
City	Armidale, Australia
Period	24/11/04 → 27/11/04

Keywords

English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)

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https://hdl.handle.net/1959.11/4158

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title = "Rethinking literacy in the information age and beyond",

abstract = "The responsibility for preparing students for their careers as information workers in the information age requires that educators continually rethink literacy. After considering developments such as mutliliteracies, ICT literacies and information literacy, new challenges are presented. The importance of knowledge creation and its impact on our information society are outlined. Questioning and epistomological approaches are suggested as ways of conceptualizing new literacy practices. Finally, a rethink of literacy is suggested to promote knowledge development, ready to produce knowledge workers for the impending knowledge age.",

keywords = "English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)",

author = "Reading, \{Christine Elizabeth\}",

year = "2005",

language = "English",

isbn = "1863899383",

pages = "1--10",

editor = "Diane Hansford",

booktitle = "Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technology, 2004",

publisher = "University of New England",

note = "Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies ; Conference date: 24-11-2004 Through 27-11-2004",

}

Reading, CE 2005, Rethinking literacy in the information age and beyond. in D Hansford (ed.), Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technology, 2004. University of New England, Armidale, Australia, pp. 1-10, Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies, Armidale, Australia, 24/11/04. <https://hdl.handle.net/1959.11/4158>

Rethinking literacy in the information age and beyond. / Reading, Christine Elizabeth.
Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technology, 2004. ed. / Diane Hansford. Armidale, Australia: University of New England, 2005. p. 1-10.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Reading, Christine Elizabeth

PY - 2005

Y1 - 2005

N2 - The responsibility for preparing students for their careers as information workers in the information age requires that educators continually rethink literacy. After considering developments such as mutliliteracies, ICT literacies and information literacy, new challenges are presented. The importance of knowledge creation and its impact on our information society are outlined. Questioning and epistomological approaches are suggested as ways of conceptualizing new literacy practices. Finally, a rethink of literacy is suggested to promote knowledge development, ready to produce knowledge workers for the impending knowledge age.

AB - The responsibility for preparing students for their careers as information workers in the information age requires that educators continually rethink literacy. After considering developments such as mutliliteracies, ICT literacies and information literacy, new challenges are presented. The importance of knowledge creation and its impact on our information society are outlined. Questioning and epistomological approaches are suggested as ways of conceptualizing new literacy practices. Finally, a rethink of literacy is suggested to promote knowledge development, ready to produce knowledge workers for the impending knowledge age.

KW - English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)

UR - http://trove.nla.gov.au/work/26536363?selectedversion=NBD42103321

M3 - Conference contribution

SN - 1863899383

SP - 1

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BT - Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technology, 2004

A2 - Hansford, Diane

PB - University of New England

CY - Armidale, Australia

T2 - Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies

Y2 - 24 November 2004 through 27 November 2004

ER -

Rethinking literacy in the information age and beyond

Abstract

Conference

Keywords

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