The Next Digital Scholar: A Fresh Approach to the Common Core State Standards in Research and Writing

Citation

Philip Calvert (2015), "The Next Digital Scholar: A Fresh Approach to the Common Core State Standards in Research and Writing", The Electronic Library, Vol. 33 No. 3, pp. 605-606. https://doi.org/10.1108/EL-11-2014-0206

It needs to be said right away that this book is focussed on the US market. The key topic is the use of Common Core State Standards (CCSS) in research and writing, which have been adopted by more than 40 states, plus DC and some overseas territories. The editors have gathered more than 30 experts in the field to write about the application of CCSS in practice, particularly how their use relates to digital research, reading and writing. Digital literacy, however, is of interest around the world, and there is much in this volume that readers will find relevant no matter which national curricula they must use.

Part One describes trends in the use of CCSS in digital literacy practice; this is composed of a review of recent research (an excellent chapter by the two editors) and a chapter on practices of those who read, write and research in digital spaces. Part Two looks at CCSS in a wider context of other standards, outcomes, etc. This includes comparison with AASL and ACRL standards, both of which librarians around the world will know. My guess is that many readers will turn to this chapter as soon as they see the table of contents. Part Three contains four chapters on the practice of using CCSS within the curriculum, one chapter is on reading (especially on searching the Internet), one on writing (with a focus on blogging), one on using Facebook in the classroom and one on technology such as Storify and Weebly. The use of blogs in classrooms seems to be on the increase, and here is some practical advice from teachers who have found ways to make it work. Part Four has three chapters on specific initiatives to use the CCSS, with the one on multimedia composition and digital curation an original contribution to the literature. Part Five has three chapters on teacher training, a vital part of the mix if digital literacy is ever to become embedded in the curriculum.

There is a thorough index to the book. Each chapter has a list of references, but there is no amalgamated bibliography. Given that this is a sturdy hard cover book, the price is very fair and will encourage its purchase for libraries. There is no doubt that the USA will be the biggest market for this book, but it will be useful to librarians and teachers around the world.