The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?
This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be-or not -a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.
If adventure came knocking, would you have the courage to open the door? That was the question Susie had to answer. She was very comfortably established in her hometown routine, semiretired and serene. So it was with some misgivings that she agreed to take a tour around the perimeter of the United States with her husband, Bob. The conveyance? His new dream machine, a Harley-Davidson motorcycle with a sidecar added just for her. With no former riding experience and no little anxiety, she goes along for the ride. She learns a bit about the country, its people, and some very important things about herself. Come along for a virtual ride! But don't get too comfortable, because one day, it might be your door that adventure finds.
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