| Description |
xiv, 125 pages ; 24 cm |
| Series |
Routledge psychology in education |
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Routledge psychology in education.
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| Contents |
Contents note continued: Persistent negative perceptions -- 5.Texting and literacy skills in adolescents and young adults -- Adolescents' and young adults' use of texting and textisms -- Textisms in languages other than English -- Relationships between textism use and literacy skill: self-report -- Relationships between textism use and literacy skill: experiments -- Relationships between textism use and literacy skill: naturalistic studies -- Limitations -- Alternative explanations -- 6.Understanding children's mobile phone behaviours in relation to written language abilities -- The research participants -- The assessment of written language skills and mobile phone behaviours -- Typical patterns of texting and text exposure via phones -- Types of technology and predictive text -- Levels of ̀addiction' -- Enjoyment and motivation -- How do primary and secondary school children's mobile phone behaviours compare? -- |
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Contents note continued: The relationship between text messaging behaviour and literacy outcomes -- So what have we learned? -- 7.Texting and grammar -- Punctuation -- Capitalisation -- Omission of words -- Ungrammatical word forms -- Do errors mean ignorance? -- Conclusions -- 8.Methodology matters: Issues in the collection and coding of textisms -- Self-report of mobile phone-related behaviours -- Self report: number of messages and textism use -- Message translation -- Message elicitation -- Message production -- Message collection -- Naturalistic messages -- Comparison across methods -- Counting and categorising textisms -- Sex differences -- Comprehension of textisms -- 9.Lessons learned and the future of texting -- What can we say? -- Outstanding questions -- Methodological points for attention -- Texting as an educational tool? -- Future gazing and concluding comments |
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Machine generated contents note: 1.Mobile phone use and the rise of texting -- The rise of the telephone -- Mobile telephones arrive -- Text messages arrive -- ̀Perpetual contact', ̀always on' -- Texting versus talking -- 2.The media furore -- Text language and the media -- Text language and the texters -- Frequencies of textisms of various types from the elicited and spontaneous text corpus -- Code switching and heteroglossia -- 3.The links between children's spelling, reading and texting -- Does exposure to misspellings in general harm children's literacy? -- Texting and academic achievement -- The impact of input method: how does predictive text use contribute to literacy? -- Textism use and reading difficulties -- The story so far -- 4.Does mobile phone use facilitate literacy development? -- A longitudinal analysis of textism use -- Using mobile phones as a technological intervention -- The million dollar question: should we buy our children mobile phones? -- |
| Summary |
Well thought out and timely. This is the leading group in the world working on texting and literacy, and they have a strong track record of publications. It would also be the first book, as they say, to deal with the subject at an academic level. The focus on education is important, as this is where most of the anxieties lie. It will be a major step forward in creating a new climate." Professor David Crystal, author of The Cambridge Encyclopaedia of Language and The Cambridge Encyclopaedia of the English Language, Television consultant and presenterAs children are given mobile phones at increasingly younger ages, there is considerable media coverage of claims that mobile phones, and text messaging in particular, are responsible for declining levels of literacy in children and young people. Such claims are often adopted wholesale by teachers and parents, despite the fact that there is an empirical literature which has failed to find a basis to these claims, and to the contrary has found that text messaging is supporting children's literacy skills. Written by leading international researchers Text Messaging and Literacy presents an overview and discussion of the academic evidence for and against use of text messaging and mobile phones in supporting literate activity and discusses what conclusions we can and should draw about the impact of mobile phones, and their potential role in education.Areas covered include:the rise of texting and media reactions;children's reading, spelling and texting;text messaging of children with language difficulties;using mobile phones for literacy development;texting and literacy skills in adolescents and adults;spelling and grammar in texting and beyond;the future of texting.In challenging existing assumptions the authors present the cutting edge of international research, highlighting their own studies involving children of all ages, adolescents and adults. This ground breaking book is essential reading for both researchers and students in education, educational psychology, literacy and new media and it's impact on learning |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Computers and literacy.
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Text messaging (Cell phone systems)
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| Author |
Kemp, Nenagh, author
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Plester, Beverly, author
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| LC no. |
2013011307 |
| ISBN |
0415687152 (hardback) |
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0415687160 (paperback) |
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9780415687157 (hardback) |
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9780415687164 (paperback) |
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