Technology and Literacy: A Story about the Perils of Not Paying Attention

Selfe, Cynthia L.

doi:10.2307/358859

Cited by 110 publications

(28 citation statements)

References 9 publications

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“…These wider discourses have a particular hold on the imaginations of ourselves and our students, because they speak to our professional identities as educators and educational technologists. But they also overlap with wider cultural narratives of technology and the Internet, such as the narrative of the 'death of distance ' (cf: Hara & Kling 2000), or of the emergence of 'techno-literacy' (Selfe 1999), and as such we believe they speak at some level to all who are involved in learning in virtual environments, whatever the subject matter they are learning or teaching. In the following section we frame our consideration of patterns of participation in our own VLEs by what we think is one of the key 'storylines' in the cultural narrative of the Internet, that of participation in online communities as a new form of social action (Baym 1998, Jones 1998b, Werry & Mowbray 2001.…”

Section: 'Essentialist' and 'Negotiated' Views Of Culture In Online Lmentioning

confidence: 94%

Reconceptualising Culture in Virtual Learning Environments: From an ‘Essentialist’ to a ‘Negotiated’ Perspective

Goodfellow

Hewling

2005

E-Learning and Digital Media

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Abstract:The notion of 'culture' as an essential attribute of individuals and groups, owed to national or ethnic background, is critiqued in this paper as unhelpful to the project of understanding how diverse participants in virtual learning environments (VLEs) individually and jointly construct a culture of interaction. An alternative conceptualisation of culture in VLEs is proposed, which views online discussion as just one of the sites in which the culture of a VLE is negotiated. Other sites are to be found in institutional practices of teaching and learning at a distance, and in the wider cultural narratives of the Internet. Examples from two online Masters courses in online and distance education are used to contextualise this concept of culture, exploring the differences in patterns of participation that are produced by contrasting institutional cultures, despite the fact that such participation is explicitly valorised as the means and the subject of the learning that goes on in both these courses. Some implications for the understanding and management of student diversity in these environments are considered, in particular the need for emerging cultural narratives around VLEs to reflect all aspects of student engagement in distance education, not just those which relate to online interaction. 2

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Section: 'Essentialist' and 'Negotiated' Views Of Culture In Online Lmentioning

confidence: 94%

Reconceptualising Culture in Virtual Learning Environments: From an ‘Essentialist’ to a ‘Negotiated’ Perspective

Goodfellow

Hewling

2005

E-Learning and Digital Media

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“…104 SNYDER Analysis of policy trends and emphases has increasingly provided the focus of research in the field of literacy and technology studies. In her examination of the American policy environment, Selfe (1999) points out that many literacy teachers continue to regard technology as antithetical to their work, but argues that they can no longer afford to ignore it. According to Selfe, failure to do so sustains and reproduces an unfair system that 'ensures continuing illiteracy under the aegis of education' (Selfe 1999, p. 415).…”

Section: What We Have Learned From Researchmentioning

confidence: 99%

Literacy and technology studies: Past, present, future

Snyder

2000

Aust. Educ. Res.

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“…The first is to question how we accommodate the wide (some would say "ever widening," C. Selfe, 1999) technological experiences that students bring into our classes. The second is to imagine how the substantial online experiences with gaming systems will change the way students work and learn in our classes.…”

Section: Learning Styles Differ Radicallymentioning

confidence: 99%