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A 2022 SPE Outstanding Book Award Winner How do ideas change practices and people? In Ideas That Changed Literacy Practices, 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, the essays offer never-before revealed personal histories of the authors' published writing about ideas that have shaped the field of literacy education. As a collection, the essays highlight some of the major themes that have guided and changed literacy practices over the last few decades. They also offer a rare glimpse into the complex ways histories of research emerge alongside personal and political influences on policy and practice. The volume includes an introductory chapter by Sumara and Alvermann in which they detail the processes they used in creating a context for the significance of this work. They begin with the premise that most literacy scholars rarely, if ever, reveal their personal and intellectual investments in ideas that have animated their research and other scholarly endeavors. That this observation rang true for all of the contributors was evidenced in their responses to the invitation. For example, some replied by saying this was the most exciting project they had engaged in because it required reflection on what motivated them to write the requested 3,500-word essay; others mentioned they were looking forward to reading what their peers would share.

There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have‐nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a “brave new world,” some digital divide approaches and frameworks require debunking and are strongly associated with first‐world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures.

When teachers, teacher educators, and researchers tap into young people's interests in producing online content, they open themselves to appreciating a wide range of skills that might otherwise go unmarked in the everyday routines of the classroom. These skills are central to the development of critical readers and writers that teachers say they value. Theorizing adolescents' penchant for creating online content is merely a start. Educators must now ask the young people they teach, conduct research on and with, and teach about in teacher education classes for their input on how online literacies should be embraced in the regular curriculum. حين يفتح الأساتذة ومعلّمو الأساتذة والباحثون وسيلة لدخول انتباهات الفتيان في إنتاج محتويات على الشبكة العالمية فإنهم يعرّضون أنفسهم لتقدير مهارات واسعة النطاق قد لا تُلاحَظ في حركات الصف المعتادة. إذ هذه المهارات لب تطوير القراء والكتّاب النقاد التي يقول الأساتذة إنهم يقدّرونها. إنّ تنظير ميول المراهقين لصناعة محتويات على الشبكة العالمية مجرد البداية. يجب على المعلّمين الآن أن يطلبوا من الفتيان الذين يدرّسونهم ويقومون بالأبحاث عنهم ومعهم وبالتعليم بصددهم في صفوف تعليم المدرّسين لاقتراحهم بشأن كيف من المفروض أن يُدخل تعليم القراءة والكتابة على الشبكة العالمية في المنهاج الدراسي العادي. 当教师、教师教育工作者，与教育研究者利用年青人对线上内容写作的兴趣的同时，他们亦扩阔了自己的视野，因而觉察到一广大系列鲜为日常课堂所注意到的读写技巧。这些技巧是发展有批判性思维能力的读者与作者所必需的，亦是教师声称他们珍而重之的技巧。 为青少年对线上内容创作的爱好建立理论只是一个开始。教师教育工作者现在必须研究如何把线上读写能力纳入常规课程中。这方面的研究必须征询他们所教导的年青人的意见，与这些年青学员共同研究，并指导这些年青学员有关如何把线上读写能力纳入常规课程中。 Quand les enseignants, les formateurs, et les chercheurs s'intéressent à l'intérêt que portent les jeunes à la production de contenus en ligne, ils se mettent eux‐mêmes à valoriser toute une gamme de compétences qui seraient restées inaperçues dans la vie quotidienne de la classe. Ces compétences sont très importantes pour le développement des lecteurs et scripteurs critiques que les enseignants disent valoriser. La réflexion sur cet intérêt porté pour la création de contenus en ligne en est en vérité à ses tout débuts. Il faut maintenant que les enseignants interrogent les jeunes auxquels ils enseignent, conduisent des recherches sur eux et avec eux, et fassent une place dans la formation des maîtres sur l'impact que la lecture‐écriture en ligne pourrait avoir dans les programmes scolaires. Когда учителя, преподаватели педвузов и исследователи хотя бы поверхностно сталкиваются с тем, как учащиеся создают онлайн‐тексты, им открывается широчайший диапазон умений и навыков, которые они могли бы так и не заметить в своих подопечных. Эти навыки являются краеугольными для становления критически мыслящих читателей и авторов, а ведь учителя утверждают, что умение мыслить критически теперь весьма ценится в учебном процессе. Подведение теоретической базы под склонность подростков к созданию онлайн‐текстов – это только начало. Настало время спросить молодых людей, которых мы обучаем, которые принимают участие в наших исследованиях и о которых мы ведем разговор со студентами – будущими школьными учителями: как именно следует включать онлайн‐грамотность в современные учебные планы. Cuando los maestros, los educadores de maestros y los investigadores explotan el interés de los jóvenes en crear contenido en la red, logran reconocer una gran extensión de destrezas que podrían pasar desapercibidas en la rutina diaria de clases. Estas destrezas son básicas para el desarrollo del lector y escritor crítico que los maestros dicen valorar. Formular teorías sobre la inclinación de los jóvenes por crear contenido en la red no es más que el principio. Los pedagogos ahora les tienen que pedir insumo a estos jóvenes—a quienes ellos enseñan e investigan, con los que conducen investigación, y sobre quienes ellos enseñan en las clases de educación—sobre cómo su conocimiento sobre el uso de la red debe ser insertado en el plan de estudio diario.

This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.

This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.

The authors used a conceptual analysis, following Foucauldian genealogy, to consider the history of Nila Banton Smith’s American Reading Instruction. The goal was to make better sense of the challenges and opportunities facing literacy instruction today and to articulate the enormous responsibilities of literacy scholars to critically represent the past in relation to the present. The guiding question for the research was, What enabling conditions make it possible for Smith’s American Reading Instruction and the historical narrative of progress in elementary reading instruction in the United States to remain strong? The authors identify and discuss five enabling conditions and discuss how the study of these conditions can inform understanding of the field of reading instruction today. The authors further argue for genealogical research as a promising tool for historical research into reading instruction.

This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.

This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.

If boys are spending nine hours a day media multitasking and prefer computers to books, shouldn't they be successful at online learning? Yet, it is not so simple. Online learning requires online reading, which means that boys, who are significantly poorer readers than girls in every nation in the world, may well be struggling to keep up. Text‐to‐speech software and many other online tools would seem to offer personalized support for weaker readers, but there is growing evidence that even with multimedia texts, the sheer volume of curricular material can be too great. Add to this the fact that an online student may not have access to the learning that can come from group interaction, nor to the social and emotional support that can come from peers or a teacher, and the online reader could be heading for a learning apocalypse.