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Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning

Article could be used to more substantially position projected Twitter or live blogging in a classroom environment. Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning

Social tagging, online communication, and Peircean semiotics: a conceptual framework Andrea Wei-Ching Huang Institute of Information Science, Academia Sinica, Taipei, Taiwan, andreahg@iis.sinica.edu.tw Tyng-Ruey Chuang Institute of Information Science, Academia Sinica, Taipei, Taiwan One of the recent web developments has focused on the opportunities it presents for social tagging through user participation and collaboration. As a result, social tagging has changed the traditional online communication process. The interpretation of tagging between humans and machines may create new problems if essential questions about how social tagging corresponds to online communications, what objects the tags refer to, who the interpreters are, and why they are engaged are not explored systematically. Since such reasoning is an interpretation of social tagging among humans, tags and machines, it is a complex issue that calls for deep reflection. In this paper, we investigate the relevance of the potential problems raised by social tagging through the framework of C.S. Peirce's semiotics. We find that general phenomena of social tagging can be well classified by Peirce's 10 classes of signs for reasoning. This suggests that regarding social tagging as a sign and systematically analyzing the interpretation are positively associated with the 10 classes of signs. Peircean semiotics can be used to examine the dynamics and determinants of tagging; hence, the various uses of this categorization schema may have implications for the design and development of information systems and web applications. Key Words: categorization * C.S. Peirce * interpretant * online communication * semiotics * social tagging * 10 classes of signs * triadic sign

Article in new Journal of Information Science. Here's the abstract: Social tagging, online communication, and Peircean semiotics: a conceptual framework Andrea Wei-Ching Huang Institute of Information Science, Academia Sinica, Taipei, Taiwan, andreahg@iis.sinica.edu.tw Tyng-Ruey Chuang Institute of Information Science, Academia Sinica, Taipei, Taiwan One of the recent web developments has focused on the opportunities it presents for social tagging through user participation and collaboration. As a result, social tagging has changed the traditional online communication process. The interpretation of tagging between humans and machines may create new problems if essential questions about how social tagging corresponds to online communications, what objects the tags refer to, who the interpreters are, and why they are engaged are not explored systematically. Since such reasoning is an interpretation of social tagging among humans, tags and machines, it is a complex issue that calls for deep reflection. In this paper, we investigate the relevance of the potential problems raised by social tagging through the framework of C.S. Peirce's semiotics. We find that general phenomena of social tagging can be well classified by Peirce's 10 classes of signs for reasoning. This suggests that regarding social tagging as a sign and systematically analyzing the interpretation are positively associated with the 10 classes of signs. Peircean semiotics can be used to examine the dynamics and determinants of tagging; hence, the various uses of this categorization schema may have implications for the design and development of information systems and web applications. Key Words: categorization * C.S. Peirce * interpretant * online communication * semiotics * social tagging * 10 classes of signs * triadic sign