Action! suspense! culture! insight! : reading stories in the classroom

Running title: Reading stories in the classroomAt head of title: Center for the Study of Reading.Bibliography: leaves 32-39Supported in part by the National Institute of Education under contract no. US-HEW-C-400-81-003

Expert systems and developing expertise: Implications of Artificial Intelligence for Education

This paper discusses a few issues in AI research with the aim of understanding whether the concepts or the tools of AI can be of use in education (see also Green, 1984). Most of the discussion focuses on natural language understanding, one aspect of the highly diverse field of AI.published or submitted for publicationis peer reviewe

Network-Based Classrooms

Computer-mediated communication is an increasingly familiar part of the educational experiences of students from elementary school through graduate school. This is not surprising, because electronic mail, bulletin boards, gopher servers, and other forms of telecommunication offer conveniences and exciting new possibilities for learning. The rapid expansion of the Internet, the availability of low-cost modems and high-speed data lines, and a growing awareness of the educational possibilities are leading to major changes in classrooms. The many ways in which network-based classrooms are used highlights questions about the goals and means of education that are too often pushed aside. By affording new ways of communicating, these classrooms ask us to rethink questions such as: What role should the teacher have in the classroom? How can students support each other???s learning? What kinds of writing should students learn to do? How should we accommodate, or balance, student interests with other curricular concerns? What is needed to make a classroom become a true learning community? In addition to raising these questions, they provide us with new possibilities for answering them.published or submitted for publicationis peer reviewe

Communities of Designers: Transforming a Situation into a Unified Whole

A new player, digital technology, has entered into the already variegated and often contentious world of teaching and teacher education. This new player promises to disrupt existing practices in some as yet undefined way. It is not surprising that its eventual impact on learning or on educational equity is uncertain, when there is still great uncertainty around basic questions such as which digital tools ought to be considered or what they cost. The previous chapters in this book make a major contribution to the conversation about (digital) technology in education. They address three large questions: How should we integrate technology into learning? What happens when we do? How do we learn to do it (possibly better than before)?published or submitted for publicationnot peer reviewe

University Students Promoting Science in the Community

Project SEARCH (Science Education and Research for Children) has brought these undergraduate students here today. It is an outreach program designed to bring the science resources of a large research university to classrooms and community centers. For the past 9 years, SEARCH students have spent 4 hours each week doing hands-on-science experiments, dissecting frogs, demonstrating microscopes, lecturing about the planets, playing computer games, exploring the World Wide Web, and creating Web pages.published or submitted for publicationis peer reviewe

Inquiries into inquiry projects

The projects developed by the research teams foster inquiry and leadership for the improvement of student learning and reflective teaching. They expand conceptions of learning and teaching by linking to the community, crossing disciplinary boundaries, or involving teachers and students in new roles.unpublishe

Using Digital Tools to Foster Critical Inquiry

How do adolescents use digital media as tools in ways that go beyond simply extracting information or playing games to engaging in the literacy practices involved in critical inquiry activities?published or submitted for publicationis peer reviewe

The comprehension revolution : a twenty-year history of process and practice related to reading comprehension

Includes bibliographie

Finding common ground: A theory of community inquiry

Much of current work in information science focuses on collaboration, in areas such as data standards, commons-based peer production, social networks, distributed knowledge creation, community and social informatics, collaborative information seeking, university-community engagement, and information use in work practices. However, the lack of robust theory makes it difficult to compare results, or to examine issues such ??as the relation between individual and collective inquiry. This talk presents a theory of community inquiry. Building upon the work of Peirce and Dewey, as well as that of contemporary scholars, and drawing from the concrete example of a extended collaboration in the Paseo Boricua community, the theory presents a way of describing and understanding collaboration and the ways in which it involves information creation and use.Grant number RE-03-07-0007-07 from the (U.S.) Institute of Museum and Library Servicesunpublishe

Finding Problems Versus Solving Them: Inquiry in Information Seeking

Finding information, especially accurate, timely, and relevant information, is increasingly important in nearly all human endeavors. Accordingly, numerous studies have examined the processes information seekers employ, as well as the strategies information providers use to meet their needs. Most models emphasize satisfaction or closure as the criterion for successful completion of an information search; thus the emphasis is on solving a specific problem. But often, information seeking is part of some larger process, which is invisible to the information provider and often unclear even to the seeker. Successful search may lead not so much to eliminating an existing, well-defined problem, as to delineating a new problem within a complex, ill-defined space. This paper examines information seeking from an inquiry, or problem-based perspective, and argues that the fields of information seeking and problem-based learning can benefit from closer dialogue.unpublishednot peer reviewe