Funes and the Search Engine

Menchaca, Frank

doi:10.1080/01930820802035224

Cited by 2 publications

(4 citation statements)

References 2 publications

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“…Second, students find that these pages are in constant flux: using a set of key terms will produce two different first pages of hits if done only hours apart (Menchaca 2008). It is quite difficult to relocate a good page unless one marks it.…”

Section: How Students Learn To Writementioning

confidence: 99%

“…Web searching technology emphasizes the content of Web pages, not their legitimacy or authority (Kirkwood 2007). In essence, students learn that all information is essentially the same because their search tools do not differentiate in any meaningful way (Menchaca 2008). Consequently, the second corner of a foundation for failure is laid.…”

Section: How Students Learn To Writementioning

confidence: 99%

“…If we accept the argument that students who grew up immersed in the Internet, Web‐based communication, and cellphones do map technology differently, then we begin to understand the challenges we face in teaching such students. Perhaps the most important point of the sociofact of technology is that students do not understand the process of adding to knowledge: theirs is a world of information, streaming past them at the speed of light (Menchaca 2008; Merelman 2000; Prensky 2007). They are literally text producers, 7 taking blocks of text from one source stream and adding it to a different stream of information: not creating knowledge but channeling information (Hansford and Adlington 2008).…”

Section: Defining the Problemmentioning

confidence: 99%

“…7 7 Prensky (2008b) believes that this terminology, which is used by most authors (Dowdall 2006; Hansford and Adlington 2008; Menchaca 2008) discussing digital literacy, is more significant than it may appear on the surface. We believe the concept of “text production” carries with it the same idea as line production or food production.…”

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confidence: 99%

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Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Moody

Bobic

2011

Politics & Policy

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Today's entering college students have the advantage of a lifetime of computer use. Education scholars and professionals claim that such exposure makes these students the most prepared ever to enter college. It cannot be argued that the advent of the Web, and Web 2.0 has placed at students' fingertips great works of literature, art, and science. It also cannot be argued that despite all this opportunity, students enter college writing with less precision than at any time in the last century. The two facts are reconcilable because (1) students map the world of technology differently than we do; and (2) they live in a digital culture different from our own. Until we understand that our perception of computers and technology is vastly different from our students, we cannot understand why they do what they do, and they will never understand what we want of them. This article argues that unless we change our pedagogy of technology, students and faculty will continue to be frustrated at poor performance, plagiarism, and misunderstandings about what each expects of the other. Los estudiantes que entran a la universidad en el siglo XXI tienen una ventaja sobre sus colegas de hace una década porque tienen toda una vida usando el computador. Académicos y profesionales afirman que dicha exposición convierte a estos estudiantes en los mejor preparados para entrar a la universidad. No puede ser negado que la llegada del internet y de la web 2.0 ha colocado al alcance de los estudiantes grandes obras de literatura, arte y ciencia. Tampoco puede ser negado que, a pesar de todas estas oportunidades, los estudiantes entran a la universidad escribiendo con menor precisión que cualquier otro momento en el último siglo. Ambos hechos son compatibles porque: (1) los estudiantes interpretan el mundo de la tecnología de forma diferente a nosotros, y (2) ellos viven en una cultura digital diferente a la nuestra. Hasta que comprendamos que nuestra percepción de las computadoras y la tecnología es diferente a la de nuestros estudiantes, no comprenderemos porque hacen lo que hacen, y ellos nunca comprenderán lo que queremos de ellos. Este artículo sugiere que, a menos que cambiemos nuestra pedagogía de la tecnología, estudiantes y profesores continuarán frustrados por el bajo rendimiento, plagio y malentendidos acerca de lo que cada uno espera del otro.

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Section: How Students Learn To Writementioning

confidence: 99%

Section: How Students Learn To Writementioning

confidence: 99%

Section: Defining the Problemmentioning

confidence: 99%

mentioning

confidence: 99%

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Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Moody

Bobic

2011

Politics & Policy

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Introducing Discovery Systems to Academic User Communities

Mintz

Advances in Library and Information Science

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This chapter provides information about why marketing a new discovery system is important both for libraries and for users. It also presents a case study of the American University Library experience in marketing a new discovery system, including an innovative technique for viral marketing. Results of the marketing program probably contributed to overall use of the discovery system, but did not guarantee system success as reflected in user responses to the system. Recommendations based on lessons learned from the American University Library experience and from marketing best practices that can be applied to planning, branding, publicity venues, language, and assessment are presented to assist other libraries.

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Funes and the Search Engine

Cited by 2 publications

References 2 publications

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Introducing Discovery Systems to Academic User Communities

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