Bill Tally is a senior research scientist at the Center for Children and Technology in New York (CCT), a division of the Education Development Center, Inc. For over 20 years he has studied and designed educational uses of digital media in schools, libraries, museums and homes. Trained as formative researcher, Bill began by studying how children used pilot educational TV, print and software materials in school and at home. At EDC, his work has focused increasingly on understanding the conditions for the emergence of 'new literacies' in young people, adults, and institutions - how we learn to use our minds, not just our tools, well in working together. Recent projects have centered on fostering historical thinking in digital environments, improving teacher education around the use of digital tools, and understanding how children and teachers can better negotiate both the 'commercial web' and the 'learning web.' Tally received a B.A. in psychology from the University of California at Santa Cruz, an M.A. in liberal studies from the Graduate Faculty of the New School for Social Research (with an emphasis on American cultural history), and a Ph.D. in sociology from the Graduate Center of the City University of New York, where his dissertation examined children's and parents' use of the Web in low- and middle-income homes. He is a frequent speaker and writer on issues of media, children and learning. Among his publications is The New Media Literacy Handbook: An Educator's Guide to Bringing New Media into the Classroom (Anchor Books, 2000), written with Cornelia Brunner.