Introduction

The first time I had read through this book, I noticed mostly the top layer of the case studies and investigations. Browsing this book the second time to prepare for the book panel, I found that the title of Crossing the Digital Divide: Race, Writing, and Technology in the Classroom gave an outline to how the chapters would be structured. The author, Barbara Monroe, has divided this book into five chapters while at the same time redefining the digital divide, using examples from educational case studies, and revisiting the issues and case studies years after. To gain complete understanding, the author investigates numerous case studies around the country, and in different situational settings. Once reading through, the aim was to rethink what the access issue really means and the effect it had upon the educational system; although some of this information is a bit dated since it was originally investigated near the early 2000s. The revisioned debate of the access issue of the digital divide is between the haves, have nots, and the don’t wants. 

The haves are those with access to technology and know how to use it, the have nots don’t have access, and don’t wants are those who refuse to use the technology. Monroe looks at the issue from terms of gaining insight into teaching, writing and literacy based on institutional crossing of the divide. Each social point mentioned in the title is used as an outline for the next few chapters. In the end, all the information, study, and examples lead to a new found thought of rethinking what it means to be connected and have access to the internet. Monroe does a good job of showing different ways of thinking, doing things, and learning, which could be used to help educate the new generations who will grow up with ubiquitous web access.