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Anderson-Inman, L. & Ditson, L. (1999). Computer-based cognitive mapping: A tool for negotiating meaning. Learning and Leading with Technology, 26, 6-13.

Scholars Identify Strategies for Using Concept Mapping Techniques for Teaching: Computer-based concept mapping can be a powerful teaching tool. But how can teachers integrate it into their day-to-day classroom activities? Two researchers offer some suggestions.

Scholars Identify the Benefits of Using Computers for Teaching Concept Mapping: What is concept mapping? Why is it important for instruction? Why is it best done using a computer? Scholars argue for using concept mapping techniques for classroom instruction.

Anderson-Inman, L. & Horney, M. A. (1998). Transforming text for at-risk readers. In D. Reinking, M. C. McKenna, L. D. Labbo & R. D. Kieffer (Eds.), Handbook of literacy and technology (pp. 15-43). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.

A Preliminary Theory of Reading Electronic Texts: The study of how people read electronic texts is still in its infancy. However, drawing from years of research, two scholars offer some observations and many more questions about how electronic texts may change the ways that people read.

At-Risk Readers Share Many Characteristics: What are the characteristics of students who are at-risk readers? What challenges do they face? Two scholars describe the predicament of at-risk readers.

Creating Resources for At-Risk Readers: Researchers Identify 3 Components of Supported Text: Researchers argue that children who are at-risk readers can be helped by providing electronic resources to support the text. They describe 3 aspects of this resources supported text.

How do Students Read Supported Texts? Some Early Research Findings: There is enormous variation in the design of electronic texts. There is also a wide variation in students' reading abilities and approaches to reading electronic texts. Still, two scholars find some patterns in the way that students read and use electronic texts.

Au, K. H. & Raphael, T. E. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35, 170-188.

Changes in Literacy, Literature and Instruction Hold Promise for Increasing Educational Equity: Throughout the 20th century, we have become increasingly aware of a gap in literacy scores between students from diverse backgrounds and mainstream students. Researchers say that changes in literacy, literature, and literacy instruction offer hope that this literacy gap will close in the future.

Charting Diversity among Teachers and Education Researchers: Racial and ethnic diversity in U.S. schools is an issue that touches not only students, but teachers and education researchers as well. Two education scholars, Kathryn H. Au and Taffy E. Raphael, compare the changes in racial and ethnic diversity among students, teachers and researchers.

What Does the Literacy Gap Mean? Two Perspectives: Students from diverse racial and ethnic backgrounds do not perform equally well on tests of literacy achievement. Two researchers suggest that this difference may result, in part, from inequities in the testing process.

Boone, R. & Higgins, K. (1992). Hypermedia applications for content-area study guides. Reading and Writing Quarterly, 8, 379-393.

Hypermedia Content Area Study Guides: What They Do and How to Create Them: What is hypermedia? How effective is it as an educational tool? How can educators use hypermedia tools to create their own content area study guides? Two researchers offer insights.

Cognition and Technology Group at Vanderbilt University (1998). Multimedia environments for developing literacy in at-risk students. In B. Means (Eds.), Technology and educational reform (pp. 23-56). Baltimore, MD: Addison Wesley Educational Publishers, Inc..

Approaches to Addressing the Literacy Needs of At-Risk Children: A group of scholars at the Cognition and Technology Group at Vanderbilt University say that traditional approaches to helping students at risk for school failure are insufficient. They say that a cognitive apprenticeship approach to learning is best. They present a MOST learning environment as one type of cognitive apprenticeship approach.

Components of a MOST Learning Environment: A group of scholars developed a cognitive apprenticeship approach to helping at-risk students master academic skills in meaningful problem-solving contexts. They describe their particular multimedia-based program, called a MOST learning environment.

How MOST Environments Address Critical Student Needs for Literacy Development: Scholars at the Cognition and Technology Group at Vanderbilt University identify 6 critical student needs that must be met to accelerate student literacy. They designed a multimedia learning environment designed to meet these 6 needs.

Foertsch, M. (2000). Exemplary reading programs in Illinois public schools. Retrieved October 15, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/isbe/isbecon.htm.

9 Common Features of Reading Programs that Work: Based on a study by NCREL, researchers offer advice on the best practices of successful reading/arts instruction programs.

Guidelines for Implementing Exemplary Reading Programs: North Central Regional Education Laboratory offers guidelines on how to structure and support a successful reading/language arts program.

Garner, R. & Gillingham, M. G. (1998). The internet in the classroom: Is it the end of transmission-oriented pedagogy? In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of literacy and technology (pp. 221-233). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Textbooks Versus the Internet: Two Models of Learning: Two scholars compare the relative benefits of the Internet as a source of information for students. They compare the Internet to traditional textbooks along several characteristics.

Why Do Teachers Use the Internet in Class? The Tale of 6 Classes: Two researchers study 6 teachers who incorporated the Internet into their classrooms. They look at why the teachers turned to the Internet and what they hoped to accomplish.

Higgins, K., Boone, R., & Lovitt, T. C. (1996). Hypertext support for remedial students and students with learning disabilities. Journal of Learning Disabilities, 29, 402-412.

Hypermedia Resources Benefit Children with Learning Disabilities: Students who have a difficult time reading have an especially difficult time when trying to read to understand content. If mastering the content in a social studies class is a challenge for the average student, trying to master the content for students who find reading difficult can especially daunting.

Holloway, R. E., et al. (1997, March 21-April 1). Performance assessment for information literacy. Paper presented at the Treasure Mountain Conference (6th, Portland, OR).

Assessing Information Literacy: Agreeing on Concepts: The idea of information literacy is becoming increasingly important in U.S. education. However, educators are still working on ways to assess information literacy. A group of authors suggest key criteria for developing an information literacy assessment tool.

Authors Suggest Ways to Develop Assessment Tools for Information Literacy: Educators describe a timeline and process for instituting an information literacy assessment method.

Horney, M. A., & Anderson-Inman, L. (1994). The ElectroText Project: Hypertext reading patterns of middle school students. Journal of Education Multimedia and Hypermedia, 3, 71-91.

How do People Actually Use Hypertext Documents? Evidence from Middle School Students: Much attention is given to how to construct hypertext documents, but relatively little attention has been given to just how people use hypertext documents. Do people read differently? If so, how? Two scholars study the use of hypertext documents by a group of middle school students.

Johnson, D. (1999). Timely Topic: Balanced reading instruction Retrieved October 15, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/timely/britoc.htm.

Components of a Balanced Literacy Program: Educator Debra Johnson creates a tool to help instructors maintain a balanced approach to reading.

The Reading Debate Results in a Balanced Approach: Should reading instruction emphasize sound-letter relationships, or should it emphasize a whole-language approach? Recent research suggests a balanced approach may be the best tack.

Johnson, D., & Foertsch, M. (2000). Critical Issue: Monitoring the school literacy program Retrieved October 15, 2001, from North Central Regional Education Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li700.htm.

Literacy Evaluation Programs Can Fail: Despite the importance of constantly monitoring literacy programs to improve programs, there are many common concerns and pitfalls of literacy evaluations that can lead to the failure of any evaluation.

Monitoring Reading Programs is Essential for Success: Educator Debra Johnson demonstrates how a school’s evaluation and involvement can increase the success of any literacy program.

Johnson, D., & Sulzby, E. (1999). Critical issue: Addressing the literacy needs of emergent and early readers Retrieved October 15, 2001, from North Central Regional Education Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm.

Goals & Action Options for Increasing the Literacy of Young Children: An author and educator provides goals and action strategies for increasing the literacy skills of young children.

Literacy Development Begins at a Very Young Age: Emergent literacy describes the behaviors seen in young children when they imitate reading and writing activities, even though they cannot actually read and write in the conventional sense.

Literacy Development for Young Children: Pitfalls and Points of View: Author and educator identifies a set of pitfalls that educators should avoid when building literacy skills among young children.

Kellner, D. (1997). Media literacies and critical pedagogy in a multicultural society. Retrieved October 15, 2001, from Department of Education, University of California at Los Angeles Web site: http://www.gseis.ucla.edu/courses/ed253a/newDK/medlit.htm.

How Media Can Both Promote and Devalue Multiculturalism: Philosopher Douglas Kellner defines the current trends and criticisms of media literacy pedagogy and explains how teaching with multiple media literacy methods can greatly enhance students’ capability to interpret information and form their own informed opinions.

Scholar Suggests a Solution to the Danger of the Politics of Representation: Our lives are flooded with images and messages from a host of different media. A scholar argues that it is critical that we provide our children with the ability to critically evaluate this media barrage. He argues for a formal program of media literacy in primary education.

Technology can Enhance Multicultural Education: A scholar describes how incorporating multicultural approach to literacy and computers in schools can enhance students’ experiences and broaden their perceptions.

Leu, D. J., Jr., & Kinzer, C. K. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35, 108-127.

Historical Forces Shape Literacy and Literacy Instruction: How might literacy change in the future? What changes can we expect in literacy instruction in the future?

Scholars Identify Cultural Forces that are Shaping Literacy: Being "literate" means different things at different times and places, say scholars Donald J. Leu, Jr. and Charles K. Kinzer. According to Leu and Kinzer, different cultural forces have changed the way literacy has been understood throughout history.

What Challenges Face the Use of Information and Communication Technologies for Literacy Instruction?: Developments in information and communication technologies are changing the nature of literacy and literacy instruction. However, scholars say that many challenges exist to using technology for literacy instruction in the future.

What Will Literacy Instruction Look Like in the Future?: Two scholars discuss how current cultural influences are likely to change literacy in the future. Both what students learn and how they learn it will change.

Marcoux, B. (1999). Developing the national information literacy standards for student learning. NASSP Bulletin, 83, 13-19.

How Were the National Information Literacy Standards for Student Learning Developed?: During the 1990s the American Association of School Librarians and the Association for Educational Communications and Technology began a process to define national standards for information literacy. How did the standards develop? What was their purpose?

McKenna, M. C. (1998). In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of literacy and technology (pp. 45-59). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.

How Might Talking Books Change Education for Beginning Readers?: A researcher describes the issues raised by the growing popularity of using talking books to help beginning readers.

Using Electronic Books with Beginning Readers: Perspectives and Research: Does using electronic supported texts with beginning readers make a difference in how well they are able to recognize new words? A researcher presents some observations on the use of "talking books" with beginning readers.

Means, B. (1997). Critical issue: Using technology to enhance engaged learning for at-risk students. Retrieved October 15, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at400.htm.

Critical Issue: Using Technology to Help At-Risk Students: Research suggests that using technology to support engaged learning can be especially beneficial to at-risk students. However, educators must keep several goals in mind.

Murray, D. E. (2000). Changing technologies, changing literacy communities? Language Learning & Technology, 4, 43-58.

A Brief History of Literacy Technologies: Some of the most dramatic changes in history have been associated with changes in the technologies of communication, says educator and linguist Denise E. Murray.

Technologies Do Not Bring about Revolutions, People Do: Scholar Denise Murray argues that while many Internet enthusiasts are making grand claims for dramatic social change as a result of this new technology, reality is not so certain. She reviews the history of the effects of different literacy technologies and finds that it is not the technology that causes social change.

Neuman, S, B., Smagorinsky, P., Enciso, P. E., Baldwin, R. S., & Hartman, D. K. (2000). What will be the influences of media on literacy in the next millennium? Reading Research Quarterly, 35, 276-282.

How Will Changes in Media Influence Literacy in the Next Millennium?: A group of scholars speculate on how advances in information and communication media will affect literacy in the 21st century.

North Central Regional Educational Laboratory (2000). Strategic Teaching and Reading Project Retrieved October 15, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2lk199.htm.

How to Teach Reading: A Process of Learning Versus Instruction: Reading must be taught as an interactive process of constructing meaning rather than simply a skill set to apply.

How to Translate the Strategic Teaching and Reading Project: NCREL research offers advice on how to implement a successful Strategic Teaching and Reading Program and what to avoid.

Learning is a Teacher’s Best Tool: The Strategic Teaching and Reading Project is intended to provide educators with multiple opportunities to enhance their instruction, grow professionally, become strategic learners-teachers, and improve the educational environment in their classrooms and schools.

Plotnick, E. (1999). ERIC Digest: Information literacy. Retrieved October 15, 2001, from ERIC Clearinghouse on Information and Technology Web site: http://www.ed.gov/databases/ERIC_Digests/ed427777.html.

Director of Educational Clearinghouse Summarizes Recent Efforts in Information Literacy: Eric Plotnick, Director of the ERIC Clearinghouse on Information & Technology, summarizes work going on in the field of education to foster education literacy. He offers a very concise overview of the development of the concept of information literacy and how it is changing the face of U.S. education.

Pool, C. R. (1997). A conversation with Paul Gilster. Educational Leadership, 55, 6-11.

Answering Questions About Digital Literacy: The journal, Educational Leadership interviewed author Paul Gilster, author of Digital Literacy. They asked Gilster a number of questions about how schools can help students become more literate in the use of technology for learning.

Rafferty, C. D. (1999). Literacy in the information age. Educational Leadership, 57, 22-25.

New Forms of Literacy Create Implications for Educators: After defining the different types of literacy that are evolving in the information age, Cathleen D. Rafferty presents a plan for teachers which will enable students to survive and thrive in the next millennium. Rafferty asserts that we need to expand our understanding of literacy from ‘learning how to read’ to ‘learning how to learn’.

Reinking, D., & Bridwell-Bowles, L. (1998). Computers in reading and writing. In P. Rosenthal, P. D. Pearson, M. L. Kamil, R. Barr (Eds.), Handbook of reading research, Volume 2 (pp. 310-339). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Authors Describe an Emerging Theory on the Use of Computers for Reading and Writing Instruction: While research on the use of computers for reading and writing instruction is growing, it still lacks a well defined theory to guide it, say two scholars. However, they argue that some early theoretical positions are emerging.

How Effective are Computers at Improving Student Reading and Writing? Researchers Review the Evidence: Can computers improve students' abilities to read and write? The research is large. Two scholars provide an overview of the research on using computers to teach reading and writing.

Problems and Future Directions of Research on Computer-Based Instruction in Reading and Writing: Researchers say that much of the research on the use of computers for reading and writing instruction is flawed. They identify problems and offer strategies and guidelines for future research.

Studies Compare the Different Effects of Electronic Versus Conventional Texts on Reading and Writing: What are some important differences between electronic and printed texts? What kinds of implications do these differences have for reading and writings? Two scholars offer some insights.

Shin, E. C., Schallert, D. L., & Savenye, W. C. (1994). Effects of learner control, advisement, and prior knowledge on young students' learning in a hypertext environment. ETR&D, 42, 33-46.

Learner Control and System Advice Matters in how Well Students Learn from Hypertext: Researchers study over 100 second-graders to see how the design of a hypertext learning system affects children's knowledge of a particular content area.

Learner Control of Hypertext Systems: Researchers examine different ways of designing hypertext learning systems. They look at research on how such things as (1) the degree of learner control and (2) whether learners are given online advice, change the way that students learn when using hypertext systems.

Smith, M. C., Mikulecky, L., Kibby, M. W., Dreher, M. J., & Dole, J. A. (2000). What will be the demands of literacy in the workplace in the next millennium? Reading Research Quarterly, 35, 378-383.

What Will be the Literacy Demands of the Workplace in the Next Millennium?: A group of scholars speculate on what literacy skills will be needed in the workplace of the 21st century.

Stuhlmann, J., & Taylor, H. (1996). Whole-language strategies for integrating technology into language arts. Paper presented at the National Educational Computer Conference, Minneapolis, MN.

Why and How to Integrate Computers into Language Arts Curriculum: Two researchers discuss the benefits of using computers in a language arts curriculum, and describe specific strategies for integrating computers into language arts classes.

Willis, A. I. (2000). Critical Issue: Addressing literacy needs in culturally and linguistically diverse classrooms. Retrieved October 15, 2001, from North Central Regional Education Laboratory Web site: http://www.ncrel.org/sdrs/areaas/issues/content/cntareas/reading/li400.htm#over.

Five Challenges Associated with Teaching Literacy in Diverse Classrooms: Arlette Ingram Willis, professor of Language and Literacy at the University of Illinois, lists the problems that can occur when trying to implement literacy programs which recognize and infuse the cultural diversity of the student body.

Understanding Culture is an Essential Element for Teaching Literacy: Arlette Ingram Willis, professor of language and literacy, claims that educators can teach literacy effectively if they develop a collaborative and culturally sensitive learning environment that encourages meaningful, engaged learning for all students in their classroom.