WorldCat Identities

Snyder, Ilana 1949-

Overview
Works: 41 works in 131 publications in 3 languages and 2,531 library holdings
Genres: Criticism, interpretation, etc  Conference papers and proceedings  Cross-cultural studies 
Roles: Author, Editor, Compiler
Classifications: LC149.5, 371.33
Publication Timeline
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Most widely held works by Ilana Snyder
Page to screen : taking literacy into the electronic era by Ilana Snyder( Book )

28 editions published between 1997 and 2005 in English and held by 626 WorldCat member libraries worldwide

Hypertext, email, word-processing: electronic technologies have revolutionized the way we write language. How does language on screen work differently from language on the page? What new literacy skills are needed and how do we teach them? Page to Screen collects some of the best contemporary thinkers in the fields of literacy and technology to discuss the impacts of new media on language. The contributors analyze the potential of new forms of text, the increased emphasis on visual representation, new forms of rhetoric, learning in the age of global communication networks and new approaches to storytelling. Timely and important, this collection tackles important questions about the future of language and the way we use and teach it
Silicon literacies : communication, innovation and education in the electronic age by Ilana Snyder( )

17 editions published between 2002 and 2005 in English and held by 536 WorldCat member libraries worldwide

Written by international scholars from a range of disciplines, the essays in this collection examine the implications of text produced on a keyboard, visible on a screen and transmitted through a global network of computers
Teachers and technoliteracy : managing literacy, technology and learning in schools by Colin Lankshear( Book )

14 editions published between 2000 and 2007 in English and Japanese and held by 449 WorldCat member libraries worldwide

"Teachers and Technoliteracy examines the use of technology in education. Drawing on detailed case studies, the authors show how schools in different settings can establish sustainable and appropriate technology infrastructure. They also show how to develop teaching practices which not only enhance technology skills but a range of literacy skills as well. Analysis of education technology policy reveals how a working understanding of policy is crucial to making the right technology decisions in schools." "Teachers and Technoliteracy is a valuable professional reference for school principals and for teachers working with technology. It is also an excellent student text for university courses on computers and education."--Jacket
Hypertext : the electronic labyrinth by Ilana Snyder( Book )

13 editions published between 1996 and 1998 in English and held by 255 WorldCat member libraries worldwide

Hypertext: the electronic labyrinth (Interpretations)
Doing literacy online : teaching, learning, and playing in an electronic world( Book )

6 editions published in 2004 in English and held by 204 WorldCat member libraries worldwide

The literacy wars : why teaching children to read and write is a battleground in Australia by Ilana Snyder( Book )

5 editions published between 2008 and 2010 in English and held by 198 WorldCat member libraries worldwide

"Do we have a literacy crisis? Fierce debates in the media over how to teach children to read and write have reached new heights in recent years. The intensity of the debates is not surprising as literacy education matters to everyone, but there is collateral damage. Public confidence in literacy teachers has been undermined and many believe we have a literacy crisis in our schools. The Literacy Wars· is essential reading for everyone who cares about literacy education: parents, teachers, students, academics, politicians and policy makers. 'Ilana Snyder writes with customary clarity and verve, bringing much-needed insight to the field of literacy education.' Professor Richard Andrews, Institute of Education, University of London"--Provided by publisher
A home away from home? : international students in Australian and South African higher education( Book )

3 editions published in 2011 in English and held by 69 WorldCat member libraries worldwide

"More than ever before, students have the option of studying abroad. The character of the higher education experience in many countries has been dramatically changed by the international flow of students. An increasing diversity and cosmopolitanism in higher education has been accompanied by that sector's increasing financial dependence on students from overseas, and the fees they pay. Higher education, once perceived as a public good, is now driven by principles of business and marketing. With a focus on Australia and South Africa, this book enhances understanding of the complex issues associated with international education in globalising times. The authors question the adequacy of many current higher education policies, challenge the contemporary emphasis on international education as a commodity rather than a public good, and put forward alternative ways of framing debates and formulating policies."--Publisher wesite
Something that happens to other people : stories of women growing older by Susan Feldman( Book )

1 edition published in 1996 in English and held by 57 WorldCat member libraries worldwide

Closing the gap in education? : improving outcomes in southern world societies by Closing the Gap in Education Conference( Book )

5 editions published between 2010 and 2015 in English and held by 53 WorldCat member libraries worldwide

In explaining the key terms - marginalisation, gaps, divides, peripheries - the contributors consider capabilities, social practices, neo-liberalism, human capital theory, raciology, redistribution, the education debt, the politics of hope, history as a cultural resource and other concepts. They do so as academics and activists committed to social justice in education. The achievement of social transformation is particularly emphasised. Closing the Gap in Education? makes a most important contribution to understanding education in marginalised communities."--Publisher website
Alfabetismos digitales : comunicación, innovación y educación en la era electrónica( Book )

3 editions published in 2004 in Spanish and held by 20 WorldCat member libraries worldwide

Using information and communication technologies in adult literacy education : new practices, new challenges by Ilana Snyder( Book )

2 editions published in 2005 in English and held by 18 WorldCat member libraries worldwide

Taking literacy into the electronic era( Book )

1 edition published in 1997 in English and held by 7 WorldCat member libraries worldwide

Scenarios for literacy in the 21st century : books and hypertext by Ilana Snyder( Book )

1 edition published in 1997 in English and held by 5 WorldCat member libraries worldwide

Page to screen( Book )

1 edition published in 1998 in English and held by 4 WorldCat member libraries worldwide

The impact of word processors on students' writing : a comparative study of the effects of pens and word processors by Ilana Snyder( )

4 editions published between 1990 and 1992 in English and held by 4 WorldCat member libraries worldwide

Literacy and Technology Studies Past, Present, Future by Ilana Snyder( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

This paper examines what has been learned from research about the complex connections between literacy, technology, and learning. The beginnings of research in this area coincided with the introduction of personal computers (PCs) into educational settings in the late 1970s. For the first decade, researchers asked the kinds of questions best explored using quantitative methods. They set out to determine whether the use of computers enhanced writing. The findings, however, were equivocal. By contrast, sociocultural understandings of literacy, which became more widely accepted in the mid-80s, provoked a different research orientation and different kinds of questions. The Digital Rhetorics project (Lankshear, et al 1997) is an example of research informed by the recognition of literacy as social practice. Further, it exemplifies the shift towards qualitative research approaches in the field of literacy and technology studies. The paper includes an overview of the Digital Rhetorics project, giving particular attention to its sociocultural perspective and qualitative methodology. Finally, it considers future directions for research and practice in this area. The paper concludes that a maturing of the field of literacy and technology studies has been reached. The research agenda is fertile with possibilities. The challenge is to undertake studies that will continue to inform effective practice, mediated by new communication and information technologies, at all levels of education. Contains 60 references. (Author/RS)
The digital literacy practices of young people in marginal contexts( Book )

2 editions published in 2007 in English and held by 2 WorldCat member libraries worldwide

Investigating Home and School Computer-Mediated Communication Practicesin Low Socio-Economic Communities by Ilana Snyder( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

A study in Australia is examining home and school computer-mediated communication (cmc) practices in low socio-economic communities. Using qualitative methods, the study aims to enhance the understanding of emerging communication practices associated with the use of information and communication technologies (ICTs). The research has already begun and will extend over a period of one year. It is based on close and concentrated observation and interviews, operating with reflective and developing explanatory accounts. The focus is on four families and the schools the children attend. Specifically being examined are the ways in which the four families use the new technologies to engage with formal and informal learning in home and school settings. The study aims to make a contribution to the understanding of emerging literacy/communication practices in home and school settings. Contains 15 references. (Nka)
A New Communication Order by Ilana Snyder( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

This paper argues that literacy needs to be conceived within a broad social order, what Street and others have called a "new communicative order." This new order takes account of the literacy practices associated with screen-based technologies. It recognizes that print-based reading and writing is now only part of what people have to learn to be literate. It begins by focusing on some of the important characteristics of the new communication order, discussing their implications for English curriculum and pedagogy. The paper then makes a number of suggestions about the directions research might take to further understanding of the new order. It concludes with the proposition that if we are witnessing the emergence of a new communication order, then the term "communication practices" might be more useful for English teachers than "literacy practices" as it is less tainted by reductive interpretations, theoretically more generative and a politically strategic move. (Contains 28 references.) (Author/RS)
Literacies, new technologies and young people : negotiating the interface in secondary school by Scott Bulfin( Book )

1 edition published in 2009 in English and held by 1 WorldCat member library worldwide

This study investigated how young people aged 15-16 use new media technologies in school. The study's main aim was to provide a fine-grained account of the participants' engagement with new technologies and to consider the implications for language and literacy learning. In particular, the study examined the participants' sanctioned and unsanctioned use of literacy and new technologies and explored how these are negotiated. Negotiation, a key concept in the study, is defined as a process of navigating and maneuvering within and though a complex network of discourses, relationships and competing interests. Rather than relying on the limited and limiting argument about a home-school mismatch between industrial era schools and the 'digital natives' who supposedly populate them, the study explores the connections and the disconnections, between literacies and new technologies, across school and home domains. The study draws on theoretical perspectives offered by the New Literacy Studies and develops a critical-historical perspective on literacy and new technologies, seeing them as negotiated practices rather than as technical processes. The investigation employed a multiple case-study design with an ethnographic research orientation. Participants were recruited from Year 10 English classes across five schools representing a range of cultural and economic backgrounds from three education sectors (state, Catholic and independent). Data were generated through observations, interviews, online communications and the collection of documents and artefacts. In total, 24 cases were conducted. Analysis involved coding transcripts and field notes for literacy events, activities and practices and examining these with discourse analysis techniques. The findings suggest that the relationship between school-authorised technology use and students' out-of-school use is not a simple mismatch. While most participants experienced a mix of frustration, apathy and ambivalence towards the use of new technologies in school, there was little evidence of wholesale disaffection. Indeed, the findings showed evidence of productive engagement. Some of the participants created opportunities within the official school curriculum for new technology uses which connected to their everyday practices. Significantly, the study found evidence of participants' tactical use of new technologies: their digital literacy underlife. The participants employed these practices of negotiation in the cracks and fissures of the official curriculum to playfully undermine, satirise and make school space more liveable. These underlife practices allowed the participants to 'blend', 'mix' and 'remediate' school and out-of-school activities, using them to negotiate alternative spaces, identities and relationships within school environments. These empirical findings about literacies and new technologies as negotiated practices suggest the need to reexamine the school-home binary: to see literacy as multiply situated and stretched across domains of practice in complex ways. Young people's digital literacy underlife is too easily dismissed as unworthy of critical attention in schools. However, the study suggests that such practices provide opportunities for young people to exercise agency in creating alternative curriculum spaces to support productive meaning-making and identity work. Further, the thesis reexamines the idea of 'negotiating the curriculum' by exploring how these findings might inform the theorising and design of English/literacy curriculum so that it is better able to offer alternative forms of literate identity and practice
 
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Page to screen : taking literacy into the electronic era
Covers
Silicon literacies : communication, innovation and education in the electronic ageTeachers and technoliteracy : managing literacy, technology and learning in schoolsDoing literacy online : teaching, learning, and playing in an electronic worldThe literacy wars : why teaching children to read and write is a battleground in AustraliaClosing the gap in education? : improving outcomes in southern world societies
Alternative Names
Snyder, Ilana

Snyder, Ilana Ariela 1949-

スナイダー, イラーナ

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