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richardson_will

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CHAPTER ONE: THE READ/WRITE WEB

Tim Berner Lee's “grand vision for the internet”:

“make it a collaborative meeting, a place where we [could] all meet and read and write…” (1)

He saw the global potential of the internet.

In the early days (the 90s), creation lagged behind consumption, given the necessity of tech expertise (coding) to create.

A NEW WORLD WIDE WEB

By 2003, “more than 53 million American adults or 44% of adult Internet users had used the Internet to publish their thoughts, respond to others, post pictures, share files, and otherwise contribute to the explosion of content available online” (2)

Blogs/journals among the mot popular forms.

Even now (at the time Richardson's writing, we're just tapping this potential:

“we can be collaborators in the creation of large storehouses of more information” (2)

EXTRAORDINARY CHANGES

While education has been slow to utilize new tech, the “Read/Write Web” has been transformative in other areas, for example:

Howard Dean's Blog for America as a major asset in his campaign.

The “viral” nature of news dissemination also worked against him:

https://youtu.be/RwkNnMrsx7Q?t=53

Journalism: the immediate availability of information (pictures, first-person accounts, etc.). Amateur journalists. “Traditional News Outlets” getting cell-phone footage of events.

(Today, this is likely even more true, with the ability for “news” to be disseminated immediately and widely via social media)

THE READ/WRITE WEB IN EDUCATION

Richardson asks: “What needs to change about our curriculum when our students have the ability to reach audiences far beyond our classroom walls? What changes must we make in our teaching as it becomes easier to bring primary sources to our students? How do we need to rethink our ideas of literacy when we must prepare our students to become not only reader and writers, but editors and collaborators as well? How do we best put to use the reams and reams of 'digital paper' that Weblogs provide?” (5).

Web tools are not antithetical even to with goals related to standardized test scores.

DIGITAL NATIVES

Students who grew up immersed in tech versus faculty who didn't.

William D. Winn on “digital native” “[they] think differently from us. They develop hypertext minds. They leap around. It's as though their cognitive structures were parallel, not sequential” (7).

“Digital immigrants”: didn't grow up immersed in tech.

Symptoms: printing out emails, paying bills via check (what' a check?…like…paper?), etc.

Institutions in particular slow to adapt to digital natives.

Richardson seems to concede that a gap in mindset may persist, but suggests that there are tools that can shrink the gap between students and learner, as they're tools simple enough for both digital natives and immigrants to use.

THE TOOLBOX

  • Weblogs
  • Wikis
  • RSS
  • Aggregators
  • Social Bookmarking
  • Online Photo Galleries
  • Audio/Video-Casting

KEEPING STUDENTS SAFE

CHAPTER TWO: PEDAGOGY AND PRACTICE

WEBLOGS IN SCHOOLS

THE PEDAGOGY OF WEBLOGS

BLOGGING ACROSS THE CURRICULUM

BLOGS AS RESOURCES

QUESTIONS FOR DISCUSSION

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