Geotag photos google earth1/7/2023 We see this happening today as people redefine literacy practices while they communicate on a chatboard asso-ciated with a website, talk to one another using a video cam, or participate in virtual reality role-playing games (Cammack, 2002 King & O'Brien, 2002 Adapted from Leu, D.J., Jr., & Kinzer, C.K. Moreover, these new literacies change regularly as technology opens new possibilities for communication and information. These include technologies such as gaming software (Gee, 2003), video technologies (O'Brien, 2001), technologies that es-tablish communities on the Internet (Chandler-Olcott & Mahar, 2003), search en-gines (Jansen, Spink, & Saracevic, 2000), webpages, and many more yet to emerge. ![]() Today, reading, reading instruction, and more broadly conceived notions of literacy and literacy instruction are being defined by change in even more profound ways as new technologies require new literacies to effectively exploit their poten-tials (Coiro, 2003 Kinzer & Leander, 2003 Lankshear & Knobel, 2003 Leu, 2000a Smolin & Lawless, 2003). Change defines our work as both literacy educators and researchers-by teaching a student to read, we change the world. It opens new windows to the world and creates a lifetime of opportunities. Teaching a student to read is also a transforming experience. Reading a book changes us forever as we return from the worlds we inhabit during our reading journeys with new insights about our surroundings and our-selves. T he essence of both reading and reading instruction is change.
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