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This book reports the authors' research in electronic literacy, chronicling the development of electronic literacies through stories of several individuals with varying backgrounds and skills. The goal is to begin tracing technological literacy as it has emerged over the last few decades within the United States. The authors selected 20 case studies from the larger corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during the past five or six years. The participants were recruited primarily through school settings, calling first on colleagues and students, then on identified participants through the recommendations of these initial volunteers. their efforts to acquire varying degrees of technological literacy. Each of the chapters situates the participants' life-history accounts in the cultural ecology of the time, tracing major political, economic, social, and educational events, factors, and trends that may have influenced - and been influenced by - literacy practices and values. Each of the literacy histories in this project is richly sown with information that can help those in composition and writing studies situate the processes of acquiring the literacies of technology in specific cultural, material, educational, and familial contexts. The authors hope that these case studies will provide some initial clues about combinations of factors that affect - and are affected by - technological literacy acquisition and development. They feel that the value of the first-hand accounts is that they present, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today's students in more informed ways.
This book chronicles the development of electronic literacies
through the stories of individuals with varying backgrounds and
skills. Authors Cynthia L. Selfe and Gail E. Hawisher employ these
stories to begin tracing technological literacy as it has emerged
over the last few decades within the United States. They selected
20 case studies from the corpus of more than 350 people who
participated in interviews or completed a technological literacy
questionnaire during six years of their study. The book is
organized into seven chapters that follow the 20 participants in
their efforts to acquire varying degrees of technological literacy.
Each chapter situates the participants' life-history accounts in
the cultural ecology of the time, tracing major political,
economic, social, and educational events, factors, and trends that
may have influenced--and been influenced by--literacy practices and
values. These literacy histories are richly sown with information
that can help those in composition and writing studies situate the
processes of acquiring the literacies of technology in specific
cultural, material, educational, and familial contexts.
The essays in this volume provide an international perspective on persistent and emerging questions related to the use of online technologies for teaching and learning. They demonstrate that online literacy practices can be understood only when they are examined within their social, political, economic, cultural, and historical contexts.
The essays in this volume provide an international perspective on persistent and emerging questions related to the use of online technologies for teaching and learning. They demonstrate that online literacy practices can be understood only when they are examined within their social, political, economic, cultural, and historical contexts. The essays will provoke readers to re-evaluate the landscape and ecology of online education.
This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition
This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition
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