Table of Contents
Foreword vii
Preface x
Acknowledgment xix
Chapter 1 Definitions and Basic Conceptual Notions 1
Introduction 1
Objectives of the Book 3
Foundational Concepts 4
Inter-Relating the Foundational Concepts 7
Conclusion 8
References 8
Chapter 2 Is Technology Changing the Way We Communicate? 9
Introduction 9
ICT Features and Tools 10
Can New Technologies Change Our Language? 11
Acronymy: Shortenings as an Example of New Linguistic Forms 14
Conclusion 15
References 15
Chapter 3 Digital Literacy: Reading in the Age of ICT 17
Introduction 17
Digital Literacy and Digital Libraries 18
The Case Study 21
Findings 23
Problems Observed and Measures Proposal 28
Concluding Remarks: The Future of Print Resources 31
References 33
Endnotes 35
Chapter 4 TeLCU: A Model for Technology-Conditioned Language and Literacy Change 36
Introduction 36
Theoretical Perspectives 39
New Forms of Language 43
New Literacies: Digital Literacy and Multiliteracies 54
Concluding Remarks 55
References 56
Endnote 59
Chapter 5 Insights from an MSN Corpus 60
Introduction 60
Case Study: Linguistic Features MSN Communication 61
Grammatical Errors 72
Presentation and Description of a Complete MSN Corpus 76
Discussions and Conclusion 92
References 93
Endnotes 94
Chapter 6 Insights from Mobile Phone Voice Communication 95
Introduction 95
Case Study 96
Conclusion and Implications 105
References 108
Endnotes 109
Chapter 7 The Grammar of Mobile Phone Written Language 110
Introduction: Technology and Language Change 110
The Data 112
Linguistic Features of Mobile Phone Texting in Hong Kong 113
A Case StudyInstantiating TeLCU 118
Conclusion 135
References 135
Endnotes 136
Appendix: The First SMS Corpus 138
Chapter 8 New Forms of Reading and Writing: Cell Phone Novels 199
Introduction 199
Outline Features of the Cell Phone Novel 200
A Survey of Cell Phone Use Among Students 207
Conclusion 218
References 221
Endnotes 222
Chapter 9 New Languages, New Literacies and the School Curriculum 223
Introduction 223
Case: New of Language and the School Curriculum 224
Teachers' Responses 239
Summary and Conclusion of the Case Study 241
Conclusion 245
References 246
Endnote 247
Appendix 248
Chapter 10 Educational Technologies (WebCT): Creating Constructivist and Interactive Learning Communities 252
Introduction 252
What is Constructivism 253
Case Study: Online Bulletin Board as Constructivist Learning Environment 256
A Study on Interactivity 262
Conclusion 285
References 287
Endnotes 290
Chapter 11 Evaluating Learning Technologies 291
Introduction 291
Measures Taken to Achieve Interactivity 292
Criteria for Measuring and Evaluating Interactivity 299
Conclusion 313
References 313
Chapter 12 Computer-Mediated Communication: Emerging Media and Themes 314
Introduction 314
Facebook as a New Medium for CMC 316
Case Study One: The Usage of Facebook and its Linguistic Features among Students of The University of Hong Kong 316
Case Study Two: Facebook: A Study of Language Use in CMC by French Youth 332
YouTube: The World's Popular Video-CMC 341
MMOs 354
Case Study: World of Warcraft 355
A Miscellany of Emerging Media 363
Conclusion: From Text-Based to Video-Based CMC 365
References 366
Endnotes 370
About the Author 371
Index 372
