New literacies, globally popular among children and adolescents in and
out of school contexts, are challenging educators and institutions to
rethink pedagogies. As educators begin to embrace the pedagogical
possibilities of multimodal texts and digital practices, they are
exploring the complexities of assessing these new literacies. The essays
in this book explore what it means to assess the sophisticated textual
engagements of new literacies, including reading and writing online,
social networking, gaming, multimodal composing, and creating virtual
identities. Chapters offer practical examples of new literacies, and
examine how assessment provides insight into the diverse ways in which
language is conceived, valued, and used to inform the literate lives of
its twenty-first century users. Scholars and educators will find this
collection full of rich understanding of the assessment concerns raised
by new communication practices, youth culture, digital engagements, and
semiotic diversification.