Literaturnachweis - Detailanzeige
| Autor/inn/en | Handsfield, Lara J.; Dean, Tami R.; Cielocha, Kristin M. |
|---|---|
| Titel | Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0 |
| Quelle | In: Reading Teacher, 63 (2009) 1, S.40-50 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.63.1.4 |
| Schlagwörter | Web Sites; Literacy Education; Electronic Publishing; Internet; Educational Resources; Classroom Environment; Grade 4; Identification; Technology Integration; Elementary School Teachers; Reader Text Relationship |
| Abstract | Although wired classrooms are now commonplace, the online tools available to teachers and students are changing more rapidly than ever. However, not all online tools are alike. With the proliferation of the World Wide Web and the advent of Web 2.0, which unlike Web 1.0 enables collaboration and manipulation of online texts, teachers must critically weigh the purposes, affordances, and limitations of online tools for literacy instruction. Using sociocultural theories of literacy and data from a research study on multimodal literacies, the authors describe the use of a Web 1.0 tool (ReadWriteThink.org's Comic Creator) and a Web 2.0 tool (a class blog) during literacy instruction in one fourth-grade classroom. Affordances and limitations of these tools are identified, including how these tools positioned by the teacher and her students, and how they negotiated these limitations. Suggestions are offered for integrating online tools into literacy instruction. (Contains 3 figures and 2 tables.) (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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