Unlike books that define, describe, and dissect students in the 2.0 generation, Writing Instruction for Generation 2.0 presents possibilities. Real concerns of teachers are addressed in this smart, pithy, and accessible book. A unique text, this book melds old school concerns related to word choice, punctuation, sentence structure, and writing research papers with the new literacy practices that students bring to classrooms. It is perfect for teachers who wonder what to make of topics such as student multitasking and plagiarism on the internet. Gloria Jacobs clearly takes on the proverbial elephant in the room: How can the technological literacy practices of students inform our teaching? I highly recommend this book for any educator interested in helping today’s students become powerful writers.
Catherine Compton-Lilly, assistant professor of teaching and curriculum, University of Wisconsin, Madison Writing Instruction for Generation 2.0, unlike many books about technology and English education, shows how new technologies and new writing practices impact our students in specific ways, both in and outside of the classroom. Gloria Jacobs, in her accessible and fascinating treatment of such an essential topic, explains how writing is changing through new technologies that are embedded in the lives of our students and how we, as teachers who want to reach our students in their worlds, can teach from their vantage point. She weaves traditional writing issues into new literacies such as writing the research paper and determining the validity of online material to show that it is possible to integrate new technologies and learn from our students themselves how to be better teachers now. I recommend this book for anyone who wants to understand how the changing world of technology can be used to help our students and ourselves be better teachers and writers.
Dana J. Wilber, associate professor; Department of Early Childhood, Elementary, and Literacy Education; Montclair State University; Montclair, This text provides practical advice for using technology to support writing instruction in the ever-changing landscape of the digital world. Drawing upon a decade of her research into the New Literacies and literacy instruction, Dr. Jacobs offers educators concrete suggestions for tapping into young people's interest and skill in negotiating the social networking inherent in online communities. An ideal choice for teachers, teacher educators, literacy coaches, and administrators wanting to investigate their roles in preparing Generation 2.0 to negotiate the world of Web 2.0.
Cheryl A. Kreutter, Ph.D., assistant professor of literacy, Ella Cline Shear School of Education, State University of New York, Geneseo