Literacy and the Learning Sciences  

Oleh:

Palincsar, Annemarie Sullivan ; Ladewski, Barbara G.

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 299-314.
Topik: Circumscribing the Problem Space; Literacy; Operational Literacy; Cultural Literacy; Critical Literacy
Fulltext: Literacy and the Learning Sciences.pdf (187.95KB)

Isi artikel

At the time this chapter is being written, two billion Instant Messages are being sent daily, 92 percent of public school classrooms in the United States have access to the Internet, the College Board is introducing a test of technological literacy, novelists are publishing their works on-line, prize-winning journalists are setting up Web logs and assuming new identities, public spaces are “war chalked” indicating to passers-by that they are at a location where they can piggyback on a highspeed network supported by a business or resident, Wikipedia–afree-content encyclopedia – is available in 57 languages, and the University of Michigan has negotiated with Google to digitize its seven million volume collection to be accessed by anyone the world over. In short, one needn’t look far to ?nd examples of the continual reshaping of literacy by virtue of technologies. In fact, the evolution of literacy is a series of sociotechnical changes; from papyrus, to paper, to printing press, to electronic spaces, technologies have in?uenced how we use and make mean- ing with text. To set the stage for this chapter, con- sider for a moment the multiple forms of literacy that are required to interpret and learn from a typical Web site. On ?rst entering, one must immediately interpret navigational cues and chart a path that will support knowledge building with the site. Frequently, the user can select from among several media links; simultaneously listening to and reading information, and activating simulations, which also must be interpreted. The user must decode meaningbearing icons. Mouse-overs may cause an image to pop up; that image may, in turn, expand to provide additional information. Graphs and diagrams may be called up and manipulated to address speci?c questions. All of this information must be coordinated, integrated, and evaluated for its credibility and relevance to the questions guiding the user. Color cues – signaling glossary terms and links – must be decoded. In addition, the user may have the option of participating in a forum discussion or forwarding the site to a fellow learner. The user is at once both reader and author, both con- sumer and generator of knowledge, engaging in both an individual and collective enterprise.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali