Reading And The Internet

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Presentation on reading for Future of Learnng in a Networked World unconference, Bangkok, Jan 2008

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Reading and the Internet International School of Bangkok January 16, 2008 Vance Stevens http://adVancEducation.blogspot.com Petroleum Institute Abu Dhabi, UAE Future of Learning in a Networked World 2 http://flnw.wikispaces.com

What is Reading? ,[object Object],[object Object],[object Object],[object Object],[object Object],From Cobb and Stevens, 1996; reference next slide

Text Manipulation ,[object Object],[object Object],[object Object],[object Object]

Concordance and Vocabulary ,[object Object],[object Object],[object Object],[object Object]

ReadingMatrix ,[object Object],[object Object]

Blogging ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Writingmatrix ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Kindle from Amazon.com ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Printing on Demand ,[object Object],[object Object],[object Object]

Other Reading Resources ,[object Object],[object Object],[object Object],[object Object],TheFuture of Learning in a Networked World unConference http://flnw.wikispaces.com is (un)organized by TALO: Teaching and Learning Online: http://learningnetworkedworld.blogspot.com/

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Chapter 8 Do Students Lose More than They Gain in Online Writing Classes? Kate Kiefer Why do we teach writing in relatively small classes? Certainly there are practical reasons having to do with workload and classroom management issues,1 but most of our reasons flow from pedagogical and theoretical concerns. Pedagogically, we know that students are likely to learn most effectively from multiple opportunities to practice with timely feedback on their effectiveness in writing. Even more important, the most influential theories of language use and development posit the situatedness of language—how it is shaped by and shapes its users and contexts of its use. Cultural, rhetorical, and sociocognitive perspectives all emphasize the construction of meaning in context. Our goals in teaching writing explicitly include helping students become aware of writing as situated communication. The rhetorical principles embodied in most widely used writing texts consistently encourage writers to adapt to the specific writing context. Contemporary writing theory and language theory (as well as much cultural criticism) develop in even greater detail the crucial roles of language in context: for identity formation, for cultural work, and for community building. Little wonder, then, that teachers of writing insist that students are best able to learn to write most effectively when they can create and respond to specific language contexts in small groups of students (15–25 students in the class as a whole, with smaller groupings of 2–5 students working on targeted collaborative activities). Do these theoretical assumptions about language preclude teaching writing online? Proponents of online writing courses argue that textual interactions can immerse students more fully in situated writing than face-to-face courses in which few classroom interactions involve writing. But despite what could be an advantage, online classes often fail students precisely because all interactions are 142 Online Writing Classes textual. Unless students are sensitive to or willing to examine the different functions of text in an online class, they can be trapped by their constrained understanding of writing and finish the course with less awareness of the contexts of writing than their counterparts in a traditional classroom. Admittedly, my view of the potential shortcomings of online writing instruction is in the minority. In 1992, Gail Hawisher summed up a prevailing positive view of electronic discourses and their extension into virtual classrooms: “As a result of our work with computers over the past decade, we can begin to imagine teaching and writing in a virtual age where a meeting of the minds might well occur without the physical presence of students and teachers.” Minock and Shor (1995) discuss at length an example of a curriculum that exploit ...

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Reading And The Internet

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