New literacies have been researched with various age groups in a variety of settings
illustrating how text uses differ across contexts and highlighting stark divides between
schooled and out-of-school literacies. Not surprisingly schools have difficulty staying
abreast of the technological and social aspects associated with new literacies. New Literacies
Practices: Designing Literacy Learning takes into account these two concerns - the dichotomy of
contextual uses of new literacies across spaces and concerns that schooled instructional
attempts with new literacies reify conventional literacy practices. Authors in this volume
include classroom teachers and researchers who begin from a stance that in an interconnected
multimodal world new literacies exist across spaces. It is no longer appropriate to consider
if literacies between contexts such as out-of-school and in-school dovetail. Instead we must
shape examinations according to how they dovetail. The essays in this volume forge the
amorphous divide between out-of-school and in-school literacies through a design of pedagogy
and examine how teachers and researchers collaborate to design instruction that accounts for
students' new literacies. This book acknowledges that new literacies must be embedded into the
curriculum not just included as an add-on course or activity to the school day.
