Newer Literacies and Technologies

Rhetorical Analysis of Technology Tools in the ELA Classrooms

literacy explorer — Wed, 14 Feb 2007 04:09:49 +0000

Kjeldsen’s rhetorical analysis of PowerPoint that focuses on its affordances, limitations and constraints for the meaning making process brings back to my attention the need to teach our students to “think rhetorically” about their compositions with multimedia technologies in literacy and ELA classrooms. What that basically means is that English language arts/literacy teachers who ask students to work with Power Point, and other technologies/software, in addition to teaching them how to create let’s say slides in PPT, need also to engage them in conversations about these technologies from a rhetorical composition stance. Ideally, such conversations should help students to embrace the ways technology tools can either enable or limit the writer’s/author’s intended meanings and ideas that are being communicated in multimedia compositions.

In our own experiences we have participated in PowerPoint presentations that were really bad, which typically means long, boring, glitzy, over the top presentations. The poor use of technology tools, is often linked directly to their users’ lack of “rhetorical awareness and competence (2006, p.11) of technological limitations and possibilities” (p.12) that most technologies have. Kjeldsen refers to such knowledge as “media rhetoracy.”

Have we however been explicitly taught how to communicate effectively through PowerPoint/other technologies from the rhetorical stance? Have we been taught “media rhetoracy,” to use Kjeldsen’s terminology? Sadly, many of us probably would answer, “NO”. We certainly do not want that for our students, do we?

What thus teaching to think rhetorically with technological tools should involve?

How can such learning become an inherent part of teaching English language arts?

I am currently exploring these and similar questions with my students in a literacy methods class and will shortly report on our conversations. Before this happens though, please join us to share your answers to the questions that we are examining.

Online Reading Literacies

literacy explorer — Tue, 30 Jan 2007 14:19:40 +0000

In exploring the topic of online reading, as informed by Coiro & Dobler’s research on skilled and less skilled readers (2004), we asked the following questions:

How does online reading differ from reading traditional texts?

What do skilled readers do?

What do less skilled readers struggle with? Why?

What must students acquire to become proficient at online reading?

Have online texts reached its pinnacle (in development) as a source of information? If so or if not, what are the implications for both teachers and learners?

We considered both cognitive strategies and navigation behaviors.

Additionally, we reviewed the introductory chapters to E-research by Anderson and Kanuka (2003), and considered the following questions:

What is new about e-research?

What are the traditional research aspects that we should hold onto? Why?

What questions or concerns should do we still need to address about e-research?

The comments in response to this post record our attempt to address some of these questions. Feel free to join our discussion by adding a comment of yours.

Getting Started: Setting Personal Goals

literacy explorer — Tue, 09 Jan 2007 21:06:23 +0000

This first web log entry gives you an opportunity to introduce yourselves as educators to others in this course and beyond. Tell us something about your expectations from this course in general as well as from the web logging experiment at large. Happy blogging!

Welcome to EDRD 8550!

literacy explorer — Tue, 09 Jan 2007 20:58:05 +0000

Congratulations, you’ve logged in successfully. This web log is a home page for EDRD 8550: Newer Literacies and Newer Technologies. It will serve as a clearinghouse for our dialogue in the blogosphere. This is where you will share with larger audiences interesting ideas from research and readings in our course and beyond, thought-provoking questions, and helpful resources for practice. Your blog entries may utilize a variety of media (images, links, film clips, etc.). You will also be asked to read and respond to at least one of your colleagues’ blog entries using the Comment feature on this blog. Please review the Commenting page on my professional blog before posting your first responses to others’ web log entries on the EDRD 8550 blog. Also, make sure to give each post or comment a title so that it can be associated easily with our discussion topics. Let us begin our journeys into the blogsphere that celebrates collaborative learning, reflection, and sharing of expertise and resources!