Opening Spaces: Critical Pedagogy and Resistance Theory in Composition by Joe Marshall Hardin
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Book Description
By now it is widely accepted wisdom that the Internet has vast potential as a learning tool for students of almost all ages and levels. But it is less clear how to harness this potential most effectively. What indeed should the "online classroom" mean to teachers? Will the rush to get "wired" mean little more than enhanced visuals or automated lecture delivery--or can it result in innovative pedagogies for improving literacy into the twenty-first century? In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential. Essays range in subject from the story of a radical, communal writers' group working together in a networked environment; to an exploration of how utopian notions of the networked classroom don't always hold true, on the basis of the authors' classroom experience of hostile, dysfunctional chat room exercises; to an applied and totally attainable model for gathering support and preparing teachers for new technologies. Together the contributions provide a provocative and much-needed introduction to the constantly shifting subject of literacy theory, paving the way for continued dialogue on a subject that teachers, students, and all writers and readers can no longer afford to ignore.
About the Author
Todd Taylor is assistant professor of English at the University of North Carolina, Chapel Hill. He is the coauthor of The Columbia Guide to Online Style, editor of Dialogic Space: Electronic Frontiers and Critical Literacy, and serves as senior editor of JAC: A Journal of Composition. Irene Ward is assistant professor of English and director of expository writing at Kansas State University. She is the author of Literacy, Ideology, and Dialogue: Toward a Dialogic Pedagogy, coauthor of The Critical Reader, and coeditor of (Inter)views: Cross-Disciplinary Perspectives on Rhetoric and Literacy.
By now it is widely accepted wisdom that the Internet has vast potential as a learning tool for students of almost all ages and levels. But it is less clear how to harness this potential most effectively. What indeed should the "online classroom" mean to teachers? Will the rush to get "wired" mean little more than enhanced visuals or automated lecture delivery--or can it result in innovative pedagogies for improving literacy into the twenty-first century? In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential. Essays range in subject from the story of a radical, communal writers' group working together in a networked environment; to an exploration of how utopian notions of the networked classroom don't always hold true, on the basis of the authors' classroom experience of hostile, dysfunctional chat room exercises; to an applied and totally attainable model for gathering support and preparing teachers for new technologies. Together the contributions provide a provocative and much-needed introduction to the constantly shifting subject of literacy theory, paving the way for continued dialogue on a subject that teachers, students, and all writers and readers can no longer afford to ignore.
About the Author
Todd Taylor is assistant professor of English at the University of North Carolina, Chapel Hill. He is the coauthor of The Columbia Guide to Online Style, editor of Dialogic Space: Electronic Frontiers and Critical Literacy, and serves as senior editor of JAC: A Journal of Composition. Irene Ward is assistant professor of English and director of expository writing at Kansas State University. She is the author of Literacy, Ideology, and Dialogue: Toward a Dialogic Pedagogy, coauthor of The Critical Reader, and coeditor of (Inter)views: Cross-Disciplinary Perspectives on Rhetoric and Literacy.
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Inside Another Edition of this Book Citations: This book cites 89 books | 15 books that cite this book Explore: Citations | Concordance | Text Stats Key Phrases - CAPs: New York, Information Age, College English, United States, World Wide Web (more) Browse Sample Pages: Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover | Surprise Me! |
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First Sentence:
The condition of living in a highly urbanized, mobile, and transient society allows remarkable sets of circumstances to direct the paths of particular lives, and my life is no exception. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Information Age, College English, United States, World Wide Web, Electronic Peclagogies, University of Pittsburgh Press, Electronic Pedagogies, Fox Keller, Fragments of Rationality, Rob Shields, Lester Faigley, Literacy After the Revolution, Living Bodies, Negative Spaces, Real Histories, Lending Project, Reading the Networks of Power, San Francisco, The Persistence of Authority, Harvard University Press, Johns Hopkins University Press, William Gibson, Donna Haraway, Rereading America New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover | Surprise Me!
The condition of living in a highly urbanized, mobile, and transient society allows remarkable sets of circumstances to direct the paths of particular lives, and my life is no exception. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Information Age, College English, United States, World Wide Web, Electronic Peclagogies, University of Pittsburgh Press, Electronic Pedagogies, Fox Keller, Fragments of Rationality, Rob Shields, Lester Faigley, Literacy After the Revolution, Living Bodies, Negative Spaces, Real Histories, Lending Project, Reading the Networks of Power, San Francisco, The Persistence of Authority, Harvard University Press, Johns Hopkins University Press, William Gibson, Donna Haraway, Rereading America New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover | Surprise Me!
Citations (