The Editor: Donna E. Alvermann is Distinguished Research Professor of Reading Education at the University of Georgia. Her research focuses on adolescents, their literacies, and media/cultural studies. She co-authored Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy and has written extensively on adolescents’ multiple literacies both within and outside of school. She is currently an editor of Reading Research Quarterly, the flagship publication of the International Reading Association.

• Contents: Donna E. Alvermann: Preface – Bertram C. Bruce: Diversity and Critical Social Engagement: How Changing Technologies Enable New Modes of Literacy in Changing Circumstances – Colin Lankshear/Michele Knobel: Do We Have Your Attention? New Literacies, Digital Technologies, and the Education of Adolescents – James R. King/David G. O’Brien: Adolescents’ Multiliteracies and Their Teachers’ Needs to Know: Toward a Digital Détente – James Paul Gee: Millennials and Bobos, Blue’s Clues and Sesame Street: A Story for Our Times – Margaret C. Hagood/Lisa Patel Stevens/David Reinking: What do THEY Have to Teach US? Talkin’ ’Cross Generations! – Kathleen A. Hinchman/Rosary Lalik: Imagining Literacy Teacher Education in Changing Times: Considering the Views of Adult and Adolescent Collaborators – Cynthia Lewis/Margaret Finders: Implied Adolescents and Implied Teachers: A Generation Gap for New Times – Josephine Peyton Young/Deborah R. Dillon/Elizabeth Birr Moje: Shape-Shifting Portfolios: Millennial Youth, Literacies, and the Game of Life – Carmen Luke: Re-crafting Media and ICT Literacies – Richard Beach/Bertram C. Bruce: Using Digital Tools to Foster Critical Inquiry – Michele Knobel/Colin Lankshear: Cut, Paste, Publish: The Production and Consumption of Zines – Allan Luke: What Happens to Literacies Old and New When They’re Turned into Policy.

«Truly a far-reaching scholarly book which offers readers an array of cases, conversations, and coinages that can only help schools take the measure in the best educational sense, of the brave new culture, the new literacy, of this digital age.» (John Willinsky, University of British Columbia)«This is exciting volume brings together forward-thinking literacy scholars and educators to think about the impact of digital technologies on the changing nature of literacy and adolescence. The writing is engaging and maintains a steady focus in both conceptual frameworks and innovative teaching approaches. This is compulsory reading for educators who wish to move beyond the old literacy and technology debates and engage instead with new ideas such as shape-shifting practices, attention economy, millennials, digital détente, cross-generational literacies, and zines. It is an important sociocultural perspective on working with adolescents in the new millennium.» (Barbara Kamler, Deakin University, Melbourne, Australia)