Addressing research at the intersection of academic literacies and new technology |
| |
| Institution: | 1. Ohio University, 309 McCracken Hall Athens, OH 45701, United States of America;2. University at Buffalo/SUNY, 568 Baldy Hall, Buffalo, NY 14260, United States of America;1. Department of Paediatrics, The Rotunda Hospital, Dublin, Ireland;2. Department of Paediatrics, Mount Sinai Hospital, Toronto, Canada;3. Department of Physiology, University of Toronto, Toronto, Canada;4. Physiology and Experimental Medicine, Hospital for Sick Children, Toronto, Canada;5. Department of Neonatology, The Hospital for Sick Children, Toronto, Canada;6. The Labatt Family Heart Centre, The Hospital for Children, Toronto, Canada;7. Department of Cardiology, Our Lady''s Children''s Hospital Crumlin, Dublin, Ireland;8. Department of Paediatrics, Royal College of Surgeons in Ireland, Dublin, Ireland |
| |
| Abstract: | Academic literacies research has significantly informed educational practice across a range of disciplines. But this influence has largely been through a focus on genres of written language. The growth of new information and communication technologies demands a broader view of academic literacy and how it now informs situations of learning. This challenge is discussed in relation to a number of characteristics associated with computer-based communications, including representational diversity, non-linearity and new conceptions of authorship and responsibility. It is argued that educational practice must recognise new demands on reading these new forms as well as new divides and disillusionments associated with them. However, there are also new opportunities to be seized for learner participation in the creative process. Finally, examples are recruited to argue for research in this area that is both more ecological and more developmental in orientation. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
