Literacy theory in the age of the Internet
著者
書誌事項
Literacy theory in the age of the Internet
Columbia University Press, c1998
- : paper
大学図書館所蔵 全13件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
By now it is widely accepted wisdom that the Internet has vast potential as a learning tool for students of almost all ages and levels. But it is less clear how to harness this potential most effectively. What indeed should the "online classroom" mean to teachers? Will the rush to get "wired" mean little more than enhanced visuals or automated lecture delivery-or can it result in innovative pedagogies for improving literacy into the twenty-first century? In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential.
Essays range in subject from the story of a radical, communal writers' group working together in a networked environment; to an exploration of how utopian notions of the networked classroom don't always hold true, on the basis of the authors' classroom experience of hostile, dysfunctional chat room exercises; to an applied and totally attainable model for gathering support and preparing teachers for new technologies. Together the contributions provide a provocative and much-needed introduction to the constantly shifting subject of literacy theory, paving the way for continued dialogue on a subject that teachers, students, and all writers and readers can no longer afford to ignore.
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