References
[1]. Alvermann, D. E. (2001). Reading adolescents' reading
identities: Looking back to see ahead. Journal of
Adolescent and Adult Literacy, 44(8), 676-690.
[2]. Cambourne, B (1995). Toward an educationally
relevant theory of literacy learning: Twenty years of inquiry.
The Reading Teacher, International Reading Association,
49(3).
[3]. Gee, J. P. (1996). Social linguistics and literacies (2nd
Ed.). New York: Taylor and Francis.
[4]. Geekie, P., Cambourne, B., & Fitzsimmons, P. (1999).
Understanding literacy development. Staffordshire,
England: Trentham Books.
[5]. Halliday, M. (1975). Learning to mean: Explorations in
the development of language. New York, NY: Elsevier North Holland, Inc.
[6]. Hicks, T. (2009). The digital writing workshop.
Portsmouth, NH: Heineman.
[7]. Hull, G. & Schultz, K. (2001). School's out: Bridging outof-
school literacies with classroom practice. New York:
Teachers college Press.
[8]. Hunt, K. (2007, October). Teaching the iGeneration.
Retrieved from Globe and mail update July 25, 2008,
www.theglobeandmail.com.
[9]. Kamil, M. L., Intrator, S. M., & Kim, H. S. (2000). The
effects of other technologies on literacy and literacy
learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R.
Barr (Eds.), Handbook of reading research, Volume III (pp.
771 - 788). Mahwah, NJ: Lawrence Erlbaum Associates.
[10]. Kist, W. (2003). Student achievement in new literacies
for the twenty-first century. Middle School Journal, 35(1), 6-13.
[11]. Kutz, E. (1997). Language and literacy: Studying
discourse in communities and classrooms. Portsmouth, NH:
Boynton/Cook.
[13]. Leu, D. J., Jr. (2002). The new literacies: research on
reading instruction with the Internet. In E. Farstrup & S. J.
Samuels (Eds.), What research has to say about reading
instruction (3rd ed., pp. 310-336). Newark, DE: International
Reading Association.
[14]. Luke, A. (2005). Evidence-based state literacy policy:
A critical alternative. In N. Bascia, A. Cumming, K.
Leithwood & D. Livingstone (Eds.), International Handbook
of Educational Policy (pp. 661-677). Dordrecht: Springer.
[15]. Luke, A., & Elkins, J. (1998). Reinventing literacy in “new
times.” Journal of Adolescent & Adult Literacy, 42, 4-7.
[16]. Moje, E. B. (2000). “To be part of the story”: The literacy
practices of “gangsta” adolescents. Teachers College
Record, 102, 652-690.
[18]. Ogletree, T., Saurino, P., & Johnson, C. (2009, June).
Graphite girls in a gigabyte world: Managing the World
Wide Web in 700 Square Feet, i-manager's Journal of
Educational Technology, 6(1), pp. 66-75.
[19]. Saurino, P. L., & Saurino, D. R. (2006). A multiliteracies
model for the middle grades. Middle Grades Research
Journal, 1(1), 49-66.
[21]. Skilton-Sylvester, E. (2002). Connecting schools with
out-of-school worlds: Insights on recent research on literacy
in non-school settings. In G. Hull & K. Schultz (Eds.), School's
out! Bridging out of school literacies with classroom
practice (pp. 61-90). New York: Teachers College Press.
[22]. Stewart, R., O'Brien, D., & Saurino, P. (2003).
Middle/Secondary literacies: Historical, contemporary and
rd future perspectives explored. Paper presented at the 53
Annual Meeting of the National Reading Conference,
Scottsdale, AZ.
[23]. Turbill, J. (2001a). A researcher goes to school: The
integration of technology into the early literacy curriculum.
Journal of Early Literacy, 1(3), 255-279.
[26]. Wilhelm, J. D., & Friedemann, P. D. (1998).
Hyperlearning: where projects, inquiry, and technology
meet. New York: Stenhouse.