Passions, Pedagogies, and 21st Century Technologies

Once again, Gail Hawisher and Cynthia Selfe offer a volume that will set the agenda in the field of computers and composition scholarship for a decade. The technology changes that scholars of composition studies face as the next century opens couldn\u27t be more dramatic or deserving of passionate study. While we have always used technologies (e.g., the pencil) to communicate with each other, the electronic technologies we now use have changed the world in ways that we have yet to identify or appreciate fully. Likewise, the study of language and literate exchange, even our understanding of terms like literacy, text, and visual, has changed beyond recognition, challenging even our capacity to articulate them.https://digitalcommons.usu.edu/usupress_pubs/1118/thumbnail.jp

Writing Across the Curriculum Encounters Asynchronous Learning Networks or WAC Meets Up With ALN

This paper illustrates some of the problems and successes that the authors encountered while integrating ALN into a writing across the curriculum program and an online writing lab at a large research university. Using transcripts from ALN class discussions, the authors examine students’ networked interactions and analyze the classes’ responses to a variety of online assignments in a class on English composition and pedagogy, a course on electrical and computing engineering, and a class on writing technologies. In so doing, the authors set forth several pedagogical principles which emerged from their experiences with ALN in their individual classes but which also share a number of commonalities with effective WAC practices

Introduction: Literate lives in the information age

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\u27 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. These case studies provide initial clues about combinations of factors that affect--and are affected by--technological literacy acquisition and development. The first-hand accounts presented here offer, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today\u27s students in more informed ways

A historical look at electronic literacy implications for the education of technical communicators

This article investigates the ways in which a subset of technical communicators acquired electronic literacy from 1978 to 2000, a period during which personal computers became increasingly ubiquitous in the United States in educational settings, homes, communities, and workplaces. It describes the literacy autobiographies gathered from 55 professional communicators participating on the Techwr-l listserv, focusing on the large-scale trends that these autobiographies reveal. To supplement the findings from these autobiographies, the authors conducted face-to-face interviews with four case-study participants: a faculty member, a professional communicator, and two students of different backgrounds majoring in technical communication. The article concludes with observations about the development of technical communication instruction in the twenty-first century

Literate lives in the information age : narratives of literacy from the United States

berisi tentang laporan teknis tentang literasi informasi di Amerika Serikat. laporan ini ditulis berdasarkan penelitian beberapa orang dalam mencari informasi melalui literasi informasi.viii, 259 hlm.: ils. ; 24 cm

Global literacies and the world-wide web

The World Wide Web is transforming the way that information is distributed, received and acted upon. Global Literacies and the World Wide Web provides a critical examination of the new on line literacy practices and values, and how these are determined by national, cultural and educational contexts. Gail Hawisher and Cynthia L. Selfe have brought together scholars from around the world, including: Mexico, Hungary, Australia, Palau, Cuba, Scotland, Greece, Japan, Africa and the United States. Each represents and examines on line literacy practices in their specific culture. Global Literacies and the World Wide Web resists a romanticised and inaccurate vision of global oneness. Instead, this book celebrates the dynamic capacity of these new self defined literacy communities to challenge the global village myth with robust, hybrid redefintions of identity that honour ethnic, cultural, economic, historical, and ideological differences. This is a lively and original challenge to conventional notions of the relationship between literacy and technology

Introduction: Testing the claims

The past two decades have yielded enormous and far-reaching changes in the way information is created and exchanged and used-with sophisticated computer networks like the Internet and the Web1 figuring centrally as environments for global communication. But how “worldwide? a literacy environment is the Web? How do cultural contexts affect the communication that occurs within this globally networked system of computers which appear to be culturally transparent? In what ways is the system itself culturally determined, structured, and ordered? How does the ordered space of the Web affect the literacy practices of individuals from different cultures-and the constitution of their identities-personal, national, cultural, ethnic through language? What literacy values characterize communication practices in this ordered space?