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Just Hands-On Isn't Enough: Mutlimodal Learning Environments and Their Implications for Teacher Education
Unformatted Document Text:  References Burbules, N. (2001). The Web as a rhetorical place: In I. Synder (Ed.), Silicon literacies: Communication, innovation and education in the electronic age (pp. 75-84). New York: Routledge. Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge. Kress, G. (2003). Literacy in the new media age. New York: Routledge. Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum. Labbo, L. D., & Reinking, D. (1999). Theory and research into practice: Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34, 478-492. Lawless, K. A., & Brown, S. W., Mills, R. J., & Mayall. H. J. (in press). Knowledge, interest, recall and navigation: A look at hypertext processing. Journal of Literacy Research. Luke, C. (2000). Cyber-schooling and technological change: Multiliteracies for new times. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 69-91). New York: Routledge. Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38, 397-403. MacKinnon, G.R., McFadden, C., & Forsythe, T. (2002). The tension between hypertext environments and science learning. Electronic Journal of Science Education, 6(3), (online) Available: http://unr.edu/homepage/crowther/ejse/mackinnonetal.pdf Pappas, C. C. (2002, December) Identifying and describing the information book genre: The analysis of discursive features of both typical and atypical texts. Paper presented at the National Reading Conference, Miami, FL. Smolin, L., & Lawless, K. (2003). Becoming literate in the technological age: New tools and responsibilities for teachers. The Reading Teacher, 56(6), 570-577. 4

Authors: Smolin, Louanne., Pappas, Chris., Varelas, Maria. and Mohammed, Tina.
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References
Burbules, N. (2001). The Web as a rhetorical place: In I. Synder (Ed.), Silicon
literacies: Communication, innovation and education in the electronic age (pp. 75-
84). New York: Routledge.
Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of
social futures. London: Routledge.
Kress, G. (2003). Literacy in the new media age. New York: Routledge.
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and
learning: The rhetorics of the science classroom. London: Continuum.
Labbo, L. D., & Reinking, D. (1999). Theory and research into practice: Negotiating the
multiple realities of technology in literacy research and instruction. Reading
Research Quarterly, 34, 478-492.
Lawless, K. A., & Brown, S. W., Mills, R. J., & Mayall. H. J. (in press). Knowledge,
interest, recall and navigation: A look at hypertext processing. Journal of Literacy
Research.
Luke, C. (2000). Cyber-schooling and technological change: Multiliteracies for new
times. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and
the design of social futures (pp. 69-91). New York: Routledge.
Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity.
Reading Research Quarterly, 38, 397-403.
MacKinnon, G.R., McFadden, C., & Forsythe, T. (2002). The tension between hypertext
environments and science learning. Electronic Journal of Science Education, 6(3),
(online) Available: http://unr.edu/homepage/crowther/ejse/mackinnonetal.pdf
Pappas, C. C. (2002, December) Identifying and describing the information book genre:
The analysis of discursive features of both typical and atypical texts. Paper
presented at the National Reading Conference, Miami, FL.
Smolin, L., & Lawless, K. (2003). Becoming literate in the technological age: New tools
and responsibilities for teachers. The Reading Teacher, 56(6), 570-577.
4


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