Scholarship 2.0 Blog || Major Additions || Week Of 04-12-09 ||
Colleagues/ This Past WeekEnd I Profiled/Added Additional Content To My Scholarship 2.0 Blog "Scholarship 2.0 is devoted to describing and documenting the forms, facets, and features of alternative Web-based scholarly publishing philosophies and practices. The variety of old and new metrics available for assessing the impact, significance, and value of Web-based scholarship is of particular interest." BTW: I Am Most Interested In Blogging Similar/Significant Work; Please Send Me/The List(s) Your Suggestion(s) And/Or Comment On Scholarship 2.0 / Thanks! /Gerry [I] Cope, William, AND Kalantzis, Mary. "Signs of epistemic disruption: Transformations in the knowledge system of the academic journal" _First Monday_ [Online], Volume 14 Number 4 (17 March 2009) The article ends with suggestions towards the transformation of the academic journal and the creation of new knowledge systems: sustainable publishing models, frameworks for guardianship of intellectual property, criterion-referenced peer review, greater reflexivity in the review process, incremental knowledge refinement, more widely distributed sites of knowledge production and inclusive knowledge cultures, new types of scholarly text and more reliable use metrics. [ http://tinyurl.com/c6glo6 ] [II] University Publishing In A Digital Age / Ithaka Report / July 26, 2007 Scholars have a vast range of opportunities to distribute their work, from setting up web pages or blogs, to posting articles to working paper websites or institutional repositories, to including them in peer-reviewed journals or books. In American colleges and universities, access to the internet and World Wide Web is ubiquitous; consequently nearly all intellectual effort results in some form of "publishing". Yet universities do not treat this function as an important, mission-centric endeavor. [ http://tinyurl.com/cxrynm ] [III] Talk About Talking About New Models of Scholarly Communication Karla L. Hahn / _JEP: Journal of Electronic Publishing_ / vol. 11, no. 1 / Winter 2008 / Although many new forms of scholarly exchange have reached an advanced state of adoption, scholars and researchers generally remain remarkably naïve and uninformed about many issues involved with change in scholarly publishing and scholarly communication broadly. Research libraries have led in educating stakeholders about new models and are expanding their outreach to campus communities. In considering the effects of recent change, and looking to emerging trends and concerns, six dangers of the current moment are considered along with six topics ripe for campus dialogue. [ http://tinyurl.com/cr5fh9 ] [IV] _Scholarship in the Digital Age: Information, Infrastructure, and the Internet_ In _Scholarship in the Digital Age_, Christine Borgman explores the technical, social, legal, and economic aspects of the kind of infrastructure that we should be building for scholarly research in the twenty-first century. Links To A/V and Slides from recent presentation at Columbia University / Scholarly Communication Program / Research without Borders: The Changing World of Scholarly Communication / March 24 2009 [ http://tinyurl.com/dmrxrs ] Enjoy! /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 gerrymck@iastate.edu There is Nothing More Powerful Than An Idea Whose Time Has Come / Victor Hugo [ http://www.blogger.com/profile/09093368136660604490 ] Iowa: Where the Tall Corn Flows and the (North)West Wind Blows [ http://alternativeenergyblogs.blogspot.com/ ]
Colleagues, I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question: In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system? Thank you for your help and time, Elaine
Leading them to pragmatic realm of knowledge acquisition and appropriate skills development, rather than inundating them with overwhelming theories (Just my opinion!). Best regards, hakik At 01:02 AM 4/15/2009, Elaine Studnicki wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student. - Alex On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- -- // // This email is // [ ] assumed public and may be blogged / forwarded. // [X] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net //
this worries me.... what if there really is no 'single student', but individualism is just an ideology and really we work best in small groups without that individuality that allows us to construct the 'single student'. there has been a significant amount of research and writing on the problems surrounding the construction of the individual subject in modern society, and a good bit about tribes, groupuscules, and related matters also, but overall i see there are some possible benefits toward pushing against the model of the 'single student' as the target of our learning systems. On Apr 15, 2009, at 9:03 AM, Alex Halavais wrote:
I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student.
- Alex
On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http:// aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- -- // // This email is // [ ] assumed public and may be blogged / forwarded. // [X] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net // _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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HI Elaine, I am not sure if this will make sense to you. But consider the pedagogies currently in play within public education K-12. (I am assuming you've taught there, as opposed to private systems). I would consider constructivist approaches to knowledge-building and also consider reflective practice as a mindset for your project. If you can accept this as a frame for public education (and I do beleive it is possible for a teacher to metaphorically close the door to their classroom and teach a programn that is child-centred, and create a learning space where everyone (students, teachers and all peripheral stakeholders (like parents, school admin, etc.) is a co-learner and co-researcher ... if so ...then I would investigate the notion of emergent curriculum. Re-view public education from this perspective. The Ministry driven curriculm will still get covered with an emergent curriculm approach. But the process of learning (even for JK/SK kids) becomes one of research. If I were working on your project, I would ask myself how an emergent curriculm could be adapted to higher grades (take some tips from the Italians like Loris Malaguzzi, search Reggio Emellia or the reggio approach to early learning). Currently, there are public school teachers who are trying to 'trickle it up" into higher public school grades. Think about it ... students and teachers working together as researchers. Co-researchers. Building research skills, making thinking visible, etc.... As opposed to teaching to the test, etc. Just some thoughts. I'd be interested to learn what you decide upon to investigate your question. From: "jeremy hunsinger" Sent: Wednesday, April 15, 2009 9:34 AM Subject: Re: [Air-L] Your Opinion this worries me.... what if there really is no 'single student', but individualism is just an ideology and really we work best in small groups without that individuality that allows us to construct the 'single student'. there has been a significant amount of research and writing on the problems surrounding the construction of the individual subject in modern society, and a good bit about tribes, groupuscules, and related matters also, but overall i see there are some possible benefits toward pushing against the model of the 'single student' as the target of our learning systems. On Apr 15, 2009, at 9:03 AM, Alex Halavais wrote:
I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student.
- Alex
On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
HI Elaine, I forgot to ask if you are researching an American, Canadian (or some other) school system. take care, joan (canada) From: "jcu" Sent: Wednesday, April 15, 2009 11:08 AM Subject: Re: [Air-L] Your Opinion
HI Elaine,
I am not sure if this will make sense to you. But consider the pedagogies currently in play within public education K-12. (I am assuming you've taught there, as opposed to private systems). I would consider constructivist approaches to knowledge-building and also consider reflective practice as a mindset for your project. If you can accept this as a frame for public education (and I do beleive it is possible for a teacher to metaphorically close the door to their classroom and teach a programn that is child-centred, and create a learning space where everyone (students, teachers and all peripheral stakeholders (like parents, school admin, etc.) is a co-learner and co-researcher ... if so ...then I would investigate the notion of emergent curriculum. Re-view public education from this perspective. The Ministry driven curriculm will still get covered with an emergent curriculm approach. But the process of learning (even for JK/SK kids) becomes one of research.
If I were working on your project, I would ask myself how an emergent curriculm could be adapted to higher grades (take some tips from the Italians like Loris Malaguzzi, search Reggio Emellia or the reggio approach to early learning). Currently, there are public school teachers who are trying to 'trickle it up" into higher public school grades.
Think about it ... students and teachers working together as researchers. Co-researchers. Building research skills, making thinking visible, etc.... As opposed to teaching to the test, etc.
Just some thoughts.
I'd be interested to learn what you decide upon to investigate your question.
From: "jeremy hunsinger" Sent: Wednesday, April 15, 2009 9:34 AM Subject: Re: [Air-L] Your Opinion
this worries me.... what if there really is no 'single student', but individualism is just an ideology and really we work best in small groups without that individuality that allows us to construct the 'single student'. there has been a significant amount of research and writing on the problems surrounding the construction of the individual subject in modern society, and a good bit about tribes, groupuscules, and related matters also, but overall i see there are some possible benefits toward pushing against the model of the 'single student' as the target of our learning systems. On Apr 15, 2009, at 9:03 AM, Alex Halavais wrote:
I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student.
- Alex
On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
The teaching of and/or giving individual learning plans (aka: personalize learning) in public education is a practice used for students in need and the other end of the spectrum, the smart students. It is, in my opinion and as it is currently being used, a build in tool to segregate students and our society. The realities of implementing such a program, something that educators are talking about, would require a complete change of our public education system, if it were to provide a equity of services for all students. We are not organized for it and it concerns me that we believe it should change but can't seem to make it so. Nick is right, it is a staggeringly difficult thing to do. What, however, would happen if we changed the direction of education. Instead of "giving" an education students "select" their education. Which may be what you mean Alex. But I don't think public education was ever intended to teach the individual student. It was for the masses. One other thought, 21st century skill sets identify collaborative work as a skill students need in their future. If you haven't seem them... http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=a rticle&id=5&Itemid=2 Information, media, and technology skills are listed there. On 4/15/09 9:34 AM, "jeremy hunsinger" <jhuns@vt.edu> wrote:
this worries me.... what if there really is no 'single student', but individualism is just an ideology and really we work best in small groups without that individuality that allows us to construct the 'single student'. there has been a significant amount of research and writing on the problems surrounding the construction of the individual subject in modern society, and a good bit about tribes, groupuscules, and related matters also, but overall i see there are some possible benefits toward pushing against the model of the 'single student' as the target of our learning systems. On Apr 15, 2009, at 9:03 AM, Alex Halavais wrote:
I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student.
- Alex
On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http:// aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- -- // // This email is // [ ] assumed public and may be blogged / forwarded. // [X] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net // _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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To be clear, I was not advocating individual tutoring for all. Your question was not "what policy should be implemented" but "what research should be done?" I fear a lot of educational research assumes that the question of how people learn is already clear, or should be relegated to psychologists. I think designing education for the masses is impossible without understanding how *people* learn. And yes, that does put the person first--and yes, to Jeremy's point, it perhaps fails to problematize individual subjectivity, something that a lot of educational theorists also fail to do--but I think the perspective gained by taking the person (in the context of their personal history) as the unit of analysis would help build toward a more useful set of ideas surrounding education, and a reduction in widget production. -A On Thu, Apr 16, 2009 at 10:29 AM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
The teaching of and/or giving individual learning plans (aka: personalize learning) in public education is a practice used for students in need and the other end of the spectrum, the smart students. It is, in my opinion and as it is currently being used, a build in tool to segregate students and our society. The realities of implementing such a program, something that educators are talking about, would require a complete change of our public education system, if it were to provide a equity of services for all students. We are not organized for it and it concerns me that we believe it should change but can't seem to make it so. Nick is right, it is a staggeringly difficult thing to do.
What, however, would happen if we changed the direction of education. Instead of "giving" an education students "select" their education. Which may be what you mean Alex. But I don't think public education was ever intended to teach the individual student. It was for the masses.
One other thought, 21st century skill sets identify collaborative work as a skill students need in their future. If you haven't seem them... http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=a rticle&id=5&Itemid=2 Information, media, and technology skills are listed there.
On 4/15/09 9:34 AM, "jeremy hunsinger" <jhuns@vt.edu> wrote:
this worries me.... what if there really is no 'single student', but individualism is just an ideology and really we work best in small groups without that individuality that allows us to construct the 'single student'. there has been a significant amount of research and writing on the problems surrounding the construction of the individual subject in modern society, and a good bit about tribes, groupuscules, and related matters also, but overall i see there are some possible benefits toward pushing against the model of the 'single student' as the target of our learning systems. On Apr 15, 2009, at 9:03 AM, Alex Halavais wrote:
I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student.
- Alex
On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http:// aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- -- // // This email is // [ ] assumed public and may be blogged / forwarded. // [X] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net // _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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-- -- // // This email is // [ ] assumed public and may be blogged / forwarded. // [X] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net //
Hi Alex, Thanks, you are right. It was a question about research. I appreciate the clarification. I may at times jump toward the practicality of ideas and not celebrate the richness in simply discussing them. I do know that many people believe that students learn differently today because of technology. In my experience educators are having a difficult time addressing it. Thanks, Elaine On 4/16/09 10:57 AM, "Alex Halavais" <alex@halavais.net> wrote:
To be clear, I was not advocating individual tutoring for all. Your question was not "what policy should be implemented" but "what research should be done?" I fear a lot of educational research assumes that the question of how people learn is already clear, or should be relegated to psychologists. I think designing education for the masses is impossible without understanding how *people* learn.
And yes, that does put the person first--and yes, to Jeremy's point, it perhaps fails to problematize individual subjectivity, something that a lot of educational theorists also fail to do--but I think the perspective gained by taking the person (in the context of their personal history) as the unit of analysis would help build toward a more useful set of ideas surrounding education, and a reduction in widget production.
-A
On Thu, Apr 16, 2009 at 10:29 AM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
The teaching of and/or giving individual learning plans (aka: personalize learning) in public education is a practice used for students in need and the other end of the spectrum, the smart students. It is, in my opinion and as it is currently being used, a build in tool to segregate students and our society. The realities of implementing such a program, something that educators are talking about, would require a complete change of our public education system, if it were to provide a equity of services for all students. We are not organized for it and it concerns me that we believe it should change but can't seem to make it so. Nick is right, it is a staggeringly difficult thing to do.
What, however, would happen if we changed the direction of education. Instead of "giving" an education students "select" their education. Which may be what you mean Alex. But I don't think public education was ever intended to teach the individual student. It was for the masses.
One other thought, 21st century skill sets identify collaborative work as a skill students need in their future. If you haven't seem them... http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=a rticle&id=5&Itemid=2 Information, media, and technology skills are listed there.
On 4/15/09 9:34 AM, "jeremy hunsinger" <jhuns@vt.edu> wrote:
this worries me.... what if there really is no 'single student', but individualism is just an ideology and really we work best in small groups without that individuality that allows us to construct the 'single student'. there has been a significant amount of research and writing on the problems surrounding the construction of the individual subject in modern society, and a good bit about tribes, groupuscules, and related matters also, but overall i see there are some possible benefits toward pushing against the model of the 'single student' as the target of our learning systems. On Apr 15, 2009, at 9:03 AM, Alex Halavais wrote:
I'll bite. I think we need to figure out what the extremes of personalized learning are, and what implications these have for learning in groups, institutions, and on the network. Yes, that is a broad task, and one that is probably closely associated with Howard Gardner, but designing a good educational system for many means, I think, understanding how to design the best educational system for the single student.
- Alex
On Tue, Apr 14, 2009 at 8:02 PM, Elaine Studnicki <elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http:// aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- -- // // This email is // [ ] assumed public and may be blogged / forwarded. // [X] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net // _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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The thing that worries me is that not enough emphasis placed on digital literacy. As I get together notes and various things for my practicum, it's the thing I'm noticing more and more that needs research. I give an assignment to my department's interns (undergraduate college "seniors") that involves basic web page creation. Almost none of the students can use the simplistic WYSIWYG editor I give them. Further, they don't understand the basics of how the web works. They send me their html file but not their pictures. When I ask for them, they will tell me that they are on their webpage, why should they send them separate? The problem is that separating the effect of technology from everything else is statistically troublesome. I have yet to really see a study that states its effect one way or the other and as the ubiquity of computing grows ever closer, I worry about the effect of the computer as a black box. There are tons of other areas that need to be looked at but this, I feel, is growing in importance each year. Nick On Tue, Apr 14, 2009 at 7:02 PM, Elaine Studnicki < elainestudnicki@comcast.net> wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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-- Nick LaLone 512.633.0207
Elaine and all-- I, too, think that digital literacy is of primary importance for K-12 but with emphasis on "literacy." I would also add critical thinking with regards to digital literacy. As to the discussion of individual vs. group pedagogy, I will speak to my own experience as a teacher. In the classroom, I have found that I have to teach to the group in order to accomplish goals, but the classroom is not the beginning and end of teaching; the individual student is. In order to be truly effective, I have to open channels of communication with individuals, and the challenges to doing this are different when the contact is digital rather than face to face. Recognizing the roles of group and individual experience, I think, are the greatest challenge to great teaching. I'm still working on it. Best! P Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu Elaine Studnicki wrote:
Colleagues,
I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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I tend to think that the whole... literacy issue is actually not what we need. Literacy is to make people 'literate' and from my perspective being literate in any given set of technology is not really what we need for the future, we need people who have the skills to achieve literacy on their own on any given new technology or old technology they are confronted with, and to after they achieve literacy, which we might equate with apprentice level skill, they should be able to move through higher levels of skills until they become masters. Literacy, to me, has always been problematic as it become the goal instead of the goal being adaptable learners that can become literate should they need to be. Here I tend to say that instead of literacy we need to develop judgment in our students and in relation to judgment what Aristotle termed practical wisdom, which is related to the performance of skills, but as it is developed is translated into other things. Other people describe what i'm talking about as a form of creativity and adaptability, here is a fun talk about it http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity... On Apr 15, 2009, at 11:40 AM, Pam Brewer wrote:
Elaine and all--
I, too, think that digital literacy is of primary importance for K-12 but with emphasis on "literacy." I would also add critical thinking with regards to digital literacy. As to the discussion of individual vs. group pedagogy, I will speak to my own experience as a teacher. In the classroom, I have found that I have to teach to the group in order to accomplish goals, but the classroom is not the beginning and end of teaching; the individual student is. In order to be truly effective, I have to open channels of communication with individuals, and the challenges to doing this are different when the contact is digital rather than face to face. Recognizing the roles of group and individual experience, I think, are the greatest challenge to great teaching. I'm still working on it.
Best! P
Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
Elaine Studnicki wrote:
Colleagues, I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http:// aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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I believe that this line or argument would be akin to agreeing with the message while not agreeing with the method. You seem to be pointing at trying to awaken consciousness through teaching critical thinking. I don't know that what you want to see is something that can really be done on a massive scale. Tailoring learning to meet the need for each student's blossoming consciousness would be staggeringly difficult given the current resources we use for education. I've always felt that general literacy learning (and the unintended things it tries to teach), despite it's problems, would be the best answer to the general problem of conscious behavior. I'm not saying I disagree with you; just that I want to see a solution that can be implemented without a radical overhaul of a complex system. Nick On Wed, Apr 15, 2009 at 11:24 AM, jeremy hunsinger <jhuns@vt.edu> wrote:
I tend to think that the whole... literacy issue is actually not what we need. Literacy is to make people 'literate' and from my perspective being literate in any given set of technology is not really what we need for the future, we need people who have the skills to achieve literacy on their own on any given new technology or old technology they are confronted with, and to after they achieve literacy, which we might equate with apprentice level skill, they should be able to move through higher levels of skills until they become masters. Literacy, to me, has always been problematic as it become the goal instead of the goal being adaptable learners that can become literate should they need to be. Here I tend to say that instead of literacy we need to develop judgment in our students and in relation to judgment what Aristotle termed practical wisdom, which is related to the performance of skills, but as it is developed is translated into other things. Other people describe what i'm talking about as a form of creativity and adaptability, here is a fun talk about it http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity...
On Apr 15, 2009, at 11:40 AM, Pam Brewer wrote:
Elaine and all--
I, too, think that digital literacy is of primary importance for K-12 but with emphasis on "literacy." I would also add critical thinking with regards to digital literacy. As to the discussion of individual vs. group pedagogy, I will speak to my own experience as a teacher. In the classroom, I have found that I have to teach to the group in order to accomplish goals, but the classroom is not the beginning and end of teaching; the individual student is. In order to be truly effective, I have to open channels of communication with individuals, and the challenges to doing this are different when the contact is digital rather than face to face. Recognizing the roles of group and individual experience, I think, are the greatest challenge to great teaching. I'm still working on it.
Best! P
Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
Elaine Studnicki wrote:
Colleagues, I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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-- Nick LaLone 512.633.0207
I think there is a whole subtext to literacy learning.... what some call a hidden curriculum to it that derives from the historical needs that 'being literate' was supposed to resolve. I'm much more into the hidden curriculum of the liberal arts i think. Literacy is supposed to produce literate people, people who are capable of following instructions and performing well in basic situations. I think we probably need to reaffirm a bit more than that, literacy, I think, is not good enough. Don't get me wrong, it is great to have literate people, but... for instance, people seem to lack the historical context for things they take for granted, like why some countries have laws against child labor, or laws against working 80 hours a week, laws against certain forms of financial arbitrage, etc. Now I'm not saying that everyone needs a big dose of history, but it wouldn't really be included on a literacy oriented curriculum, similarly some people graduate without understanding that there is little difference between balancing their checkbooks and first year algebra, because many tend to teach mathematics in abstraction, and when we don't teach it in abstraction, we don't teach people how to abstract it. Digital literacy to me is just 'literacy'.... if you have the right skills to be 'literate' you should have the right skills to be digitally literate, but the argument is frequently made that it isn't so, thus we have digital literacy, we also have informational literacy, which is a different thing also apparently, there is internet literacy, and webbed literacies and multimodal media literacies. It worries me somewhat that there is a plurality of literacies So I dunno, I think as I mentioned below that there are things that we can teach at K-12 that are immensely worthwhile investments as the basis of life-long learning and life-long multiple technical literacies, but I don't think teaching literacy accomplishes it because at a certain point in literacy... we say you are literate, and that implies you are finished and I think the 'finished' is a huge part of the problem in education today. perhaps I am wrong with tying literacy to states of completion, but that's my current reading. I find that to be part of the larger problem of knowledge being compartmentalized, specialized, and complete-able. For instance, algebra.... you never stop using it once you've understood what it is, it is a life long pursuit, sure you don't have to be a mathematician, but you can recognize patterns, methods, ideas, etc. from algebra and it can make your life immensely simpler, but I bet, like my algebra training... it was for 1/3 of the class, 'i have completed algebra, it is all the math that is required, and now i can forget it'... for the other 2/3, 1/3 were going on to advanced algebra and then calculus which requires algebra and the other 1/3 were going on to accounting which is somewhat algebra by other means. I think what I'm pointing to is a larger scale problem in education and it is the one that leads our students to think that the material in a college class is... unrelated to other classes and finished/forgetable when completed..... anyway i think i'm ranting to avoid writing on commodity-forms. On Apr 15, 2009, at 2:17 PM, Nick Lalone wrote:
I believe that this line or argument would be akin to agreeing with the message while not agreeing with the method. You seem to be pointing at trying to awaken consciousness through teaching critical thinking. I don't know that what you want to see is something that can really be done on a massive scale. Tailoring learning to meet the need for each student's blossoming consciousness would be staggeringly difficult given the current resources we use for education. I've always felt that general literacy learning (and the unintended things it tries to teach), despite it's problems, would be the best answer to the general problem of conscious behavior. I'm not saying I disagree with you; just that I want to see a solution that can be implemented without a radical overhaul of a complex system.
Nick
On Wed, Apr 15, 2009 at 11:24 AM, jeremy hunsinger <jhuns@vt.edu> wrote:
I tend to think that the whole... literacy issue is actually not what we need. Literacy is to make people 'literate' and from my perspective being literate in any given set of technology is not really what we need for the future, we need people who have the skills to achieve literacy on their own on any given new technology or old technology they are confronted with, and to after they achieve literacy, which we might equate with apprentice level skill, they should be able to move through higher levels of skills until they become masters. Literacy, to me, has always been problematic as it become the goal instead of the goal being adaptable learners that can become literate should they need to be. Here I tend to say that instead of literacy we need to develop judgment in our students and in relation to judgment what Aristotle termed practical wisdom, which is related to the performance of skills, but as it is developed is translated into other things. Other people describe what i'm talking about as a form of creativity and adaptability, here is a fun talk about it http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity...
On Apr 15, 2009, at 11:40 AM, Pam Brewer wrote:
Elaine and all--
I, too, think that digital literacy is of primary importance for K-12 but with emphasis on "literacy." I would also add critical thinking with regards to digital literacy. As to the discussion of individual vs. group pedagogy, I will speak to my own experience as a teacher. In the classroom, I have found that I have to teach to the group in order to accomplish goals, but the classroom is not the beginning and end of teaching; the individual student is. In order to be truly effective, I have to open channels of communication with individuals, and the challenges to doing this are different when the contact is digital rather than face to face. Recognizing the roles of group and individual experience, I think, are the greatest challenge to great teaching. I'm still working on it.
Best! P
Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
Elaine Studnicki wrote:
Colleagues, I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/ doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
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-- Nick LaLone 512.633.0207 _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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" what we need for the future, we need people who have the skills
to achieve literacy on their own on any given new technology or old technology they are confronted with"
Not all technology is created equal. This assumes that the technology is designed to be usable, discoverable, and intuitive. Some of the most academically challenged people figured out how to use their iPhones just fine. The designers of the 747, on the other hand, had no requirement that pilots simply be able to figure it out on their own. -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Nick Lalone Sent: Wednesday, April 15, 2009 11:17 AM To: air-l@listserv.aoir.org Subject: Re: [Air-L] Your Opinion I believe that this line or argument would be akin to agreeing with the message while not agreeing with the method. You seem to be pointing at trying to awaken consciousness through teaching critical thinking. I don't know that what you want to see is something that can really be done on a massive scale. Tailoring learning to meet the need for each student's blossoming consciousness would be staggeringly difficult given the current resources we use for education. I've always felt that general literacy learning (and the unintended things it tries to teach), despite it's problems, would be the best answer to the general problem of conscious behavior. I'm not saying I disagree with you; just that I want to see a solution that can be implemented without a radical overhaul of a complex system. Nick On Wed, Apr 15, 2009 at 11:24 AM, jeremy hunsinger <jhuns@vt.edu> wrote:
I tend to think that the whole... literacy issue is actually not what we need. Literacy is to make people 'literate' and from my perspective being literate in any given set of technology is not really what we need for the future, we need people who have the skills to achieve literacy on their own on any given new technology or old technology they are confronted with, and to after they achieve literacy, which we might equate with apprentice level skill, they should be able to move through higher levels of skills until they become masters. Literacy, to me, has always been problematic as it become the goal instead of the goal being adaptable learners that can become literate should they need to be. Here I tend to say that instead of literacy we need to develop judgment in our students and in relation to judgment what Aristotle termed practical wisdom, which is related to the performance of skills, but as it is developed is translated into other things. Other people describe what i'm talking about as a form of creativity and adaptability, here is a fun talk about it
http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity .html
On Apr 15, 2009, at 11:40 AM, Pam Brewer wrote:
Elaine and all--
I, too, think that digital literacy is of primary importance for K-12 but with emphasis on "literacy." I would also add critical thinking with regards to digital literacy. As to the discussion of individual vs. group pedagogy, I will speak to my own experience as a teacher. In the classroom, I have found that I have
to
teach to the group in order to accomplish goals, but the classroom is not the beginning and end of teaching; the individual student is. In order to be truly effective, I have to open channels of communication with individuals, and the challenges to doing this are different when the contact is digital rather than face to face. Recognizing the roles of group and individual experience, I think, are the greatest challenge to great teaching. I'm still working on it.
Best! P
Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
Elaine Studnicki wrote:
Colleagues, I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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-- Nick LaLone 512.633.0207 _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
True, but there in a 747 we are talking about something a bit more like a complex system of technologies, much like say the hoover damn than the the canonical aristotelian example which is similar though.... it is captaining a ship, which is a complex system, and takes years of mentorship, which is why i later talked about this in terms of that apprenticeship model of knowledge acquisition. but in the end i was talking about the skills necessary to achieve literacy more than the literacy in this post and the practicing/ development of those skills will likely be performed in a social context as an individual.... probably should also state that i generally mean a bit more than objects when i refer to technology, i tend to mean more than the echnics as the technology, so technology includes is all the social, cultural, ideological, systems that exist within the ecological arena that situates the technology in its performative and other contexts. that is closer i think to the 'techne' 'logos' meaning of technology than perhaps the more modern object without context. anyway, i'm still supposed to be writing about knowledge and commodity forms in the information society and am still avoiding it. On Apr 15, 2009, at 3:00 PM, Scott Swigart wrote:
" what we need for the future, we need people who have the skills
to achieve literacy on their own on any given new technology or old technology they are confronted with"
Not all technology is created equal. This assumes that the technology is designed to be usable, discoverable, and intuitive. Some of the most academically challenged people figured out how to use their iPhones just fine. The designers of the 747, on the other hand, had no requirement that pilots simply be able to figure it out on their own. d
hoover dam... good proofreader.... yes, that's not me. On Apr 15, 2009, at 3:15 PM, jeremy hunsinger wrote:
True, but there in a 747 we are talking about something a bit more like a complex system of technologies, much like say the hoover damn than the the canonical aristotelian example which is similar though.... it is captaining a ship, which is a complex system, and takes years of mentorship, which is why i later talked about this in terms of that apprenticeship model of knowledge acquisition.
but in the end i was talking about the skills necessary to achieve literacy more than the literacy in this post and the practicing/ development of those skills will likely be performed in a social context as an individual....
probably should also state that i generally mean a bit more than objects when i refer to technology, i tend to mean more than the echnics as the technology, so technology includes is all the social, cultural, ideological, systems that exist within the ecological arena that situates the technology in its performative and other contexts. that is closer i think to the 'techne' 'logos' meaning of technology than perhaps the more modern object without context.
anyway, i'm still supposed to be writing about knowledge and commodity forms in the information society and am still avoiding it.
On Apr 15, 2009, at 3:00 PM, Scott Swigart wrote:
" what we need for the future, we need people who have the skills
to achieve literacy on their own on any given new technology or old technology they are confronted with"
Not all technology is created equal. This assumes that the technology is designed to be usable, discoverable, and intuitive. Some of the most academically challenged people figured out how to use their iPhones just fine. The designers of the 747, on the other hand, had no requirement that pilots simply be able to figure it out on their own. d
_______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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Jeremy-- On the one hand, you point to "digital literacy" as somewhat extraneous "Digital literacy to me is just 'literacy'.... if you have the right skills to be 'literate' you should have the right skills to be digitally literate, but the argument is frequently made that it isn't so, thus we have digital literacy, we also have informational literacy, which is a different thing also apparently, there is internet literacy, and webbed literacies and multimodal media literacies." On the other hand, you point out the importance of context. I think digital literacy is just one way to contextualize literacy, and maybe the ability to contextualize is central to this discussion because that ability contributes to both literacy and learning. It might also be a key issue to K-12 improvements. Context is certainly exigent to my field of technical communication and to my teaching though I hadn't thought about in quite this way before. P Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu jeremy hunsinger wrote:
hoover dam... good proofreader.... yes, that's not me. On Apr 15, 2009, at 3:15 PM, jeremy hunsinger wrote:
True, but there in a 747 we are talking about something a bit more like a complex system of technologies, much like say the hoover damn than the the canonical aristotelian example which is similar though.... it is captaining a ship, which is a complex system, and takes years of mentorship, which is why i later talked about this in terms of that apprenticeship model of knowledge acquisition.
but in the end i was talking about the skills necessary to achieve literacy more than the literacy in this post and the practicing/development of those skills will likely be performed in a social context as an individual....
probably should also state that i generally mean a bit more than objects when i refer to technology, i tend to mean more than the echnics as the technology, so technology includes is all the social, cultural, ideological, systems that exist within the ecological arena that situates the technology in its performative and other contexts. that is closer i think to the 'techne' 'logos' meaning of technology than perhaps the more modern object without context.
anyway, i'm still supposed to be writing about knowledge and commodity forms in the information society and am still avoiding it.
On Apr 15, 2009, at 3:00 PM, Scott Swigart wrote:
" what we need for the future, we need people who have the skills
to achieve literacy on their own on any given new technology or old technology they are confronted with"
Not all technology is created equal. This assumes that the technology is designed to be usable, discoverable, and intuitive. Some of the most academically challenged people figured out how to use their iPhones just fine. The designers of the 747, on the other hand, had no requirement that pilots simply be able to figure it out on their own. d
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P, I do know many literate adults who couldn't make there way out of a technology brown paper bag but they are considered literate. In education we try to make connections with real world experiences to put the learning into a context and hopefully students will know how to use and associate technology to other experiences. But honestly I don't know how often that happens and how effective it is. How do we know? Thanks, Elaine On 4/15/09 3:50 PM, "Pam Brewer" <brewerpe@appstate.edu> wrote:
Jeremy--
On the one hand, you point to "digital literacy" as somewhat extraneous
"Digital literacy to me is just 'literacy'.... if you have the right skills to be 'literate' you should have the right skills to be digitally literate, but the argument is frequently made that it isn't so, thus we have digital literacy, we also have informational literacy, which is a different thing also apparently, there is internet literacy, and webbed literacies and multimodal media literacies."
On the other hand, you point out the importance of context. I think digital literacy is just one way to contextualize literacy, and maybe the ability to contextualize is central to this discussion because that ability contributes to both literacy and learning. It might also be a key issue to K-12 improvements. Context is certainly exigent to my field of technical communication and to my teaching though I hadn't thought about in quite this way before.
P
Pamela Estes Brewer
Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
jeremy hunsinger wrote:
hoover dam... good proofreader.... yes, that's not me. On Apr 15, 2009, at 3:15 PM, jeremy hunsinger wrote:
True, but there in a 747 we are talking about something a bit more like a complex system of technologies, much like say the hoover damn than the the canonical aristotelian example which is similar though.... it is captaining a ship, which is a complex system, and takes years of mentorship, which is why i later talked about this in terms of that apprenticeship model of knowledge acquisition.
but in the end i was talking about the skills necessary to achieve literacy more than the literacy in this post and the practicing/development of those skills will likely be performed in a social context as an individual....
probably should also state that i generally mean a bit more than objects when i refer to technology, i tend to mean more than the echnics as the technology, so technology includes is all the social, cultural, ideological, systems that exist within the ecological arena that situates the technology in its performative and other contexts. that is closer i think to the 'techne' 'logos' meaning of technology than perhaps the more modern object without context.
anyway, i'm still supposed to be writing about knowledge and commodity forms in the information society and am still avoiding it.
On Apr 15, 2009, at 3:00 PM, Scott Swigart wrote:
" what we need for the future, we need people who have the skills
to achieve literacy on their own on any given new technology or old technology they are confronted with"
Not all technology is created equal. This assumes that the technology is designed to be usable, discoverable, and intuitive. Some of the most academically challenged people figured out how to use their iPhones just fine. The designers of the 747, on the other hand, had no requirement that pilots simply be able to figure it out on their own. d
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Hi Elaine-- What a great question--how do we know? I'm not sure what research has been done on issues of context: how it plays a part in education (at all levels), how it can play a part, whether that education works, how it might increase our ability to develop global understanding, and on and on. Does anyone know of research specifically regarding context and education? P Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu Elaine Studnicki wrote:
P,
I do know many literate adults who couldn't make there way out of a technology brown paper bag but they are considered literate. In education we try to make connections with real world experiences to put the learning into a context and hopefully students will know how to use and associate technology to other experiences. But honestly I don't know how often that happens and how effective it is. How do we know?
Thanks,
Elaine
On 4/15/09 3:50 PM, "Pam Brewer" <brewerpe@appstate.edu> wrote:
Jeremy--
On the one hand, you point to "digital literacy" as somewhat extraneous
"Digital literacy to me is just 'literacy'.... if you have the right skills to be 'literate' you should have the right skills to be digitally literate, but the argument is frequently made that it isn't so, thus we have digital literacy, we also have informational literacy, which is a different thing also apparently, there is internet literacy, and webbed literacies and multimodal media literacies."
On the other hand, you point out the importance of context. I think digital literacy is just one way to contextualize literacy, and maybe the ability to contextualize is central to this discussion because that ability contributes to both literacy and learning. It might also be a key issue to K-12 improvements. Context is certainly exigent to my field of technical communication and to my teaching though I hadn't thought about in quite this way before.
P
Pamela Estes Brewer
Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
jeremy hunsinger wrote:
hoover dam... good proofreader.... yes, that's not me. On Apr 15, 2009, at 3:15 PM, jeremy hunsinger wrote:
True, but there in a 747 we are talking about something a bit more like a complex system of technologies, much like say the hoover damn than the the canonical aristotelian example which is similar though.... it is captaining a ship, which is a complex system, and takes years of mentorship, which is why i later talked about this in terms of that apprenticeship model of knowledge acquisition.
but in the end i was talking about the skills necessary to achieve literacy more than the literacy in this post and the practicing/development of those skills will likely be performed in a social context as an individual....
probably should also state that i generally mean a bit more than objects when i refer to technology, i tend to mean more than the echnics as the technology, so technology includes is all the social, cultural, ideological, systems that exist within the ecological arena that situates the technology in its performative and other contexts. that is closer i think to the 'techne' 'logos' meaning of technology than perhaps the more modern object without context.
anyway, i'm still supposed to be writing about knowledge and commodity forms in the information society and am still avoiding it.
On Apr 15, 2009, at 3:00 PM, Scott Swigart wrote:
" what we need for the future, we need people who have the skills
to achieve literacy on their own on any given new technology or old technology they are confronted with"
Not all technology is created equal. This assumes that the technology is designed to be usable, discoverable, and intuitive. Some of the most academically challenged people figured out how to use their iPhones just fine. The designers of the 747, on the other hand, had no requirement that pilots simply be able to figure it out on their own. d
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I've been reading about cultural literacy (yet another one). The ability for a community/country to communicate, respond to each other, and more, requires a minimum set of skill sets. This, I think, would be a basic definition of literacy. However, technology has quickly crept into our culture as a another medium to work, play, and share information and this is my concern, what is the impact of technology, especially online services, on our communities and lifestyles? Is it another tool of segregation for students and people at large? There are a lot of adults and students who do not have access. Many that do really don't know how to use it effectively, never mine how it works. Nick's black box concern is a real one. Add to that the inability of teachers and school systems to adjust to teaching and learning with technology and it becomes mind boggling. I really am an optimistic person! Thanks for listening. BTW: Couldn't help but go to wikipedia! The United Nations Educational, Scientific and Cultural Organization (UNESCO) has drafted the following definition: "'Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society."[2] In modern times, illiteracy is seen as a social problem to be solved through education. Literacy = A life long learner. I like that. Jeremy - loved the Ken Robinson clip, shared it with my district. On 4/15/09 2:17 PM, "Nick Lalone" <nick.lalone@gmail.com> wrote:
I believe that this line or argument would be akin to agreeing with the message while not agreeing with the method. You seem to be pointing at trying to awaken consciousness through teaching critical thinking. I don't know that what you want to see is something that can really be done on a massive scale. Tailoring learning to meet the need for each student's blossoming consciousness would be staggeringly difficult given the current resources we use for education. I've always felt that general literacy learning (and the unintended things it tries to teach), despite it's problems, would be the best answer to the general problem of conscious behavior. I'm not saying I disagree with you; just that I want to see a solution that can be implemented without a radical overhaul of a complex system.
Nick
On Wed, Apr 15, 2009 at 11:24 AM, jeremy hunsinger <jhuns@vt.edu> wrote:
I tend to think that the whole... literacy issue is actually not what we need. Literacy is to make people 'literate' and from my perspective being literate in any given set of technology is not really what we need for the future, we need people who have the skills to achieve literacy on their own on any given new technology or old technology they are confronted with, and to after they achieve literacy, which we might equate with apprentice level skill, they should be able to move through higher levels of skills until they become masters. Literacy, to me, has always been problematic as it become the goal instead of the goal being adaptable learners that can become literate should they need to be. Here I tend to say that instead of literacy we need to develop judgment in our students and in relation to judgment what Aristotle termed practical wisdom, which is related to the performance of skills, but as it is developed is translated into other things. Other people describe what i'm talking about as a form of creativity and adaptability, here is a fun talk about it http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity. html
On Apr 15, 2009, at 11:40 AM, Pam Brewer wrote:
Elaine and all--
I, too, think that digital literacy is of primary importance for K-12 but with emphasis on "literacy." I would also add critical thinking with regards to digital literacy. As to the discussion of individual vs. group pedagogy, I will speak to my own experience as a teacher. In the classroom, I have found that I have to teach to the group in order to accomplish goals, but the classroom is not the beginning and end of teaching; the individual student is. In order to be truly effective, I have to open channels of communication with individuals, and the challenges to doing this are different when the contact is digital rather than face to face. Recognizing the roles of group and individual experience, I think, are the greatest challenge to great teaching. I'm still working on it.
Best! P
Pamela Estes Brewer Assistant Professor Department of English Appalachian State University phone 828-262-2351 fax 828-262-2133 email brewerpe@appstate.edu
Elaine Studnicki wrote:
Colleagues, I have hovered in the background for quite some time reading your extremely rich and diverse areas of interest/research. As a K-12 educator/doctoral student I am interested in the connections between higher ed. research and the daily classroom instruction/environment that composes our national educational system. I am compelled to ask this question:
In your opinion what do you currently think is the most important area of research or perhaps the most important area "needing" research for our K-12 educational system?
Thank you for your help and time,
Elaine
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Hi Gerry and colleagues, Our project "Interactive Science" might be interesting for you. We analyze a wide variety of new scholarly forms of communication. For more detailed information please see http://www.oeaw.ac.at/ita/interactive (For the English version click on the English button on the right). I already discovered your interesting blog a while ago but I unfortunately didn´t have time yet to read it more closely. However, it seems that we have similar interests and therefore it would be good to stay in contact. You might also like to check out our link section which is in English and presents many links to innovative e-journals etc.: http://www.oeaw.ac.at/ita/cyberlinks.htm You are of course also welcome to suggest new links! Best regards, René McKiernan, Gerard [LIB] schrieb:
Colleagues/
This Past WeekEnd I Profiled/Added Additional Content To My Scholarship 2.0 Blog
"Scholarship 2.0 is devoted to describing and documenting the forms, facets, and features of alternative Web-based scholarly publishing philosophies and practices. The variety of old and new metrics available for assessing the impact, significance, and value of Web-based scholarship is of particular interest."
BTW: I Am Most Interested In Blogging Similar/Significant Work; Please Send Me/The List(s) Your Suggestion(s) And/Or Comment On Scholarship 2.0 / Thanks!
/Gerry
[I]
Cope, William, AND Kalantzis, Mary. "Signs of epistemic disruption: Transformations in the knowledge system of the academic journal" _First Monday_ [Online], Volume 14 Number 4 (17 March 2009)
The article ends with suggestions towards the transformation of the academic journal and the creation of new knowledge systems: sustainable publishing models, frameworks for guardianship of intellectual property, criterion-referenced peer review, greater reflexivity in the review process, incremental knowledge refinement, more widely distributed sites of knowledge production and inclusive knowledge cultures, new types of scholarly text and more reliable use metrics.
[II]
University Publishing In A Digital Age / Ithaka Report / July 26, 2007
Scholars have a vast range of opportunities to distribute their work, from setting up web pages or blogs, to posting articles to working paper websites or institutional repositories, to including them in peer-reviewed journals or books. In American colleges and universities, access to the internet and World Wide Web is ubiquitous; consequently nearly all intellectual effort results in some form of "publishing". Yet universities do not treat this function as an important, mission-centric endeavor.
[III]
Talk About Talking About New Models of Scholarly Communication
Karla L. Hahn / _JEP: Journal of Electronic Publishing_ / vol. 11, no. 1 / Winter 2008 /
Although many new forms of scholarly exchange have reached an advanced state of adoption, scholars and researchers generally remain remarkably naïve and uninformed about many issues involved with change in scholarly publishing and scholarly communication broadly.
Research libraries have led in educating stakeholders about new models and are expanding their outreach to campus communities. In considering the effects of recent change, and looking to emerging trends and concerns, six dangers of the current moment are considered along with six topics ripe for campus dialogue.
[IV]
_Scholarship in the Digital Age: Information, Infrastructure, and the Internet_
In _Scholarship in the Digital Age_, Christine Borgman explores the technical, social, legal, and economic aspects of the kind of infrastructure that we should be building for scholarly research in the twenty-first century.
Links To A/V and Slides from recent presentation at Columbia University / Scholarly Communication Program / Research without Borders: The Changing World of Scholarly Communication / March 24 2009
Enjoy!
/Gerry
Gerry McKiernan
Associate Professor
Science and Technology Librarian
Iowa State University Library
Ames IA 50011
gerrymck@iastate.edu
There is Nothing More Powerful Than An Idea Whose Time Has Come / Victor Hugo
[ http://www.blogger.com/profile/09093368136660604490 ]
Iowa: Where the Tall Corn Flows and the (North)West Wind Blows
[ http://alternativeenergyblogs.blogspot.com/ ]
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-- René König Sociology student at the University of Bielefeld, Germany Research assistant at the Institute of Technology Assessment (ITA) of the Austrian Academy of Sciences (AAS) Strohgasse 45, 5 A-1030 Vienna Tel. (Office): +43-(0)1-51581-6597 Homepage: renekoenig.eu Project "Interactive Science" (for more information please see www.oeaw.ac.at/ita/interactive)
Hello, My name is Yohanan Ouaknine and I am a student in Information management in Israel. I am writing a paper on Fora and I would like to find some information (articles, reports) about the relation between an "authentic" screen name in a forum post (like full name or "yohanan_ouaknine" vs nickname or "the_Searcher6565") and the number of responses to this user in the forum. Thank you, Yohanan
participants (11)
-
Alex Halavais -
Elaine Studnicki -
Hakikur Rahman -
jcu -
jeremy hunsinger -
McKiernan, Gerard [LIB] -
Nick Lalone -
Pam Brewer -
René König -
Scott Swigart -
Yohanan Ouaknine