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Provides the instructors of introductory technical communication
courses with a set of resources for their classrooms.
Provides the instructors of introductory technical communication
courses with a set of resources for their classrooms.
This is a book about how people use advanced information
technologies to write for community change. The author argues that
the work of citizenship is knowledge work - on the same order as
that expected of workers in business and industry. The importance
of this book is in the way it understands writing and technology,
and the implications of these understandings for how we need to
teach and learn with students.
This book provides readers with a critical self-reflective approach
to studying the impact of social, cultural, historical, political,
and educational backgrounds on the acquisition of literacy. It adds
to the work that values contextual approaches to studying
technological literacy acquisition, acknowledges the researcher's
positionalities in conducting research, and demonstrates how
becoming an effective educator and researcher in a diverse society
is not just a matter of acquiring information, but rather a process
of personal growth and transformation.
This book provides readers with a critical self-reflective approach
to studying the impact of social, cultural, historical, political,
and educational backgrounds on the acquisition of literacy. It adds
to the work that values contextual approaches to studying
technological literacy acquisition, acknowledges the researcher's
positionalities in conducting research, and demonstrates how
becoming an effective educator and researcher in a diverse society
is not just a matter of acquiring information, but rather a process
of personal growth and transformation.
This is a book about how people use advanced information
technologies to write for community change. The author argues that
the work of citizenship is knowledge work - on the same order as
that expected of workers in business and industry. The importance
of this book is in the way is understands writing and technology,
and the implications of these understandings for how we need to
teach and learn with students.
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Aging Literacies (Hardcover)
Angela Crow; Edited by Gail Hawisher, Cynthia Selfe
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R1,053
Discovery Miles 10 530
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Ships in 12 - 17 working days
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This book takes up the complicated question of writing faculty
development and the training necessary to address shifting
definitions of literate acts. Specifically, it focuses on issues of
aging, addressing both attitudes toward aging literacies and the
role that age plays in the acquisition of new literacy practices.
It suggests the necessity of becoming more literate about how
current research on aging might impact the field of rhetoric and
composition studies.
This book focuses on the development of new theories and pedagogies
of distance learning in the English class. It is a serious
discussion of the development of effective means of conveying
information, developing knowledge and perfecting skills. Through
scholarly analyses it shows how distance learning calls instructors
of English to different roles in the performance of their duties.
This book focuses on the development of new theories and pedagogies
of distance learning in the English class. It is a serious
discussion of the development of effective means of conveying
information, developing knowledge and perfecting skills. Through
scholarly analyses it shows how distance learning calls instructors
of English to different roles in the performance of their duties.
This book examines how one can teach composition with computers
while reflecting critically on the ways technology affects student
literacies, faculty labor issues, and the educational environment
at contemporary universities. It develops an economic, political,
and cultural account of the field of computers and composition. Of
special importance is the analysis of how the employment of new
technologies in writing classes affects student writing, faculty
research, pedagogical innovations, and the employment practices of
research universities.
In this book the author argues that many youth are using the Web to
experiment with and deploy a number of surprising rhetorical
strategies that tell us much about their vision for the new
communications technologies and the emerging literacy practices
they are using to engage that technology. Such literacy practices
foreshadow potential changes in rhetorical and literacy practices.
It offers a complex and telling portrait of the future use of
communications technologies, particularly the Web, and the kinds of
literacies that some youth are developing with those technologies.
This book examines how one can teach composition with computers
while reflecting critically on the ways technology affects student
literacies, faculty labor issues, and the educational environment
at contemporary universities. It develops an economic, political,
and cultural account of the field of computers and composition. Of
special importance is the analysis of how the employment of new
technologies in writing classes affects student writing, faculty
research, pedagogical innovations, and the employment practices of
research universities.
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