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Deanya Lattimore

Enhancing the agency of the listener: introducing reception theory in a lecture - Journ... - 0 views

www.informaworld.com/...tent~content=a911161096~db=all

reception-theory audience lecturing active-learning interact dialog

shared by Deanya Lattimore on 15 May 09 - Cached
  • Deanya Lattimore on 15 May 09
     
    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
  • Deanya Lattimore on 15 May 09
     
    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
Rebecca Davis

"Living and Learning with Social Media" - 0 views

www.danah.org/...PennState2009.html

socialmedia Facebook youth danahboyd

shared by Rebecca Davis on 05 May 09 - Cached
  • Today's teens are still more interested in their friends than their lessons. They're still resistant to power and authority at variable levels. They still gossip, bully, flirt, joke around, and hang out. The underlying dynamics are fairly consistent. That said, technology is inflecting these practices in unique ways. And my goal here today is to talk about these inflection points.
  • They use these sites to connect to people that they already know from school, church, activities, summer camp, etc.
  • One of the most problematic mistakes adults make when trying to make sense of social network sites is to presume that kids interact on these sites just like they do
  • ...37 more annotations...
  • Teens are using this space as a social hangout with their pre-existing network.
  • Profiles
  • Think of the profile as a digital body
  • This is about showing off to known individuals
  • self-expression for friends
  • Friends
  • it's socially rude not to
  • Friends is as intended audience
  • Comments
  • process of social grooming
  • Teens know how to have deeper conversations - this just isn't where those necessarily happen.
  • New Feed
  • according to Pew, the median age of the Twitterverse is 31
  • social pressure to be where your friends are
  • How are these environments similar or different to other public spaces?
  • Persistence
  • What you say sticks around
  • Replicability
  • crux of rumor-spreading
  • bullying
  • Searchability
  • when trying to avoid those who hold power over you, it may be less than ideal
  • Scalability
  • spiral out of control
  • (de)locatability
  • simultaneously more and less connected to physical space
  • implications have to do with the ways in which they alter social dynamics
  • Invisible Audiences
  • lurkers
  • we are having to present ourselves and communicate without fully understanding the potential or actual audience
  • Collapsed Contexts
  • Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
  • Blurring of Public and Private.
  • youth see privacy in terms of control - control of space, control of information, control of trust
  • reproduction of socio-economic status and class divisions in digital worlds.
  • Teens who use MySpace can't communicate with those on Facebook and vice-versa. So if you don't participate, you're written out of the story. This means that divisions are re-inforced. Forget all of the rhetoric about how the Internet is the great equalizer - it's the great reproducer of inequality.
  • For all of the attention paid to "digital natives" it's important to realize that most teens are engaging with social media without any deep understanding of the underlying dynamics or structure. Just because they understand how to use the technology doesn't mean that they understand the information ecology that surrounds it. Most teens don't have the scaffolding for thinking about their information practices.
Daisy PhD

Where Do Genres Come From? - 0 views

www4.ncsu.edu/...RecifeCourse07

syllabus rhetoric genres literacies

shared by Daisy PhD on 27 Mar 09 - Cached
  • Deanya Lattimore on 28 Mar 09
     
    Great great sounding class! Thanks for the info Daisy! :-)
Daisy PhD

The Slow Erosion of Google Search - Bokardo - 0 views

bokardo.com/...google-erosion

rhetoric technology search_engines

shared by Daisy PhD on 13 Apr 09 - Cached
  • Daisy PhD on 13 Apr 09
     
    good guessay to get the kids thinking
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