The document describes a project where pre-service teachers conducted inquiries on topics relevant to language arts or social studies using an open-ended approach and then considered the pedagogical and technological implications. It discusses how the participants engaged in reformulating texts into new formats like podcasts and reflects on how the process helped them develop specialized knowledge around integrating content, pedagogy and technology. The findings suggest the participants negotiated humanities content and technologies as they developed forms of teacher knowledge around new literacies and inquiry-based learning.
This document contains information about Volume 15, Number 2 of the journal Language Learning & Technology, including:
- A table of contents listing articles, columns, reviews, announcements, and contact information for the issue.
- A tribute to Irene Thompson for her 13 years of service as an editor of the journal, helping to build it into the respected publication it is today.
- Information about the journal's sponsors, advisory board, editorial board, and editorial staff.
Castek Coiro Hartman Henry Leu Zawilinsky 2010 New LiteraciesDouglas K. Hartman
This document outlines three challenges facing reading research as literacy evolves with new technologies: 1) Insufficient research capacity due to a lack of trained researchers, 2) Rapidly changing nature of literacy as reading and writing increasingly occur online, and 3) Little understanding of how online reading comprehension differs from offline and how to teach these new skills. It argues that the field must take bold steps to reconceptualize reading research and better prepare students, teachers, and the research community for the new literacies of the digital age.
CALL for a New Literacy: New Tools and Rules of EngagementMichael Krauss
1. The document discusses the changing definition of literacy in the digital age and how tools like CALL and Web 2.0 can help students develop 21st century literacy skills.
2. If integrated effectively using a student-centered pedagogy, technology can help students become proficient communicators, successful workers, and engaged global citizens.
3. While computer use initially created challenges in Russia, Internet access and use of tools like blogs have grown substantially and are expected to continue growing and transforming literacy attainment.
The document discusses shifting from a writer's workshop model to a designer's studio model. A writer's workshop focuses on composition, is logo-centric, and has a uni-modal process, while a designer's studio focuses on production, is media-centric, and has a multi-modal process with mindsets. It then presents a design challenge to redesign an informational text chapter to make it more user-friendly and discusses various design parameters and techniques that could be used, such as creating a visual model of the text, enabling the entire text to be viewed in one eye span, making the text zoomable, using small multiples of pages, and transmediating the text into a different medium.
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
This document discusses new literacies and how Web 2.0 technologies can be used to engage students and meet Common Core standards. It describes how traditional definitions of reading and writing are now insufficient, and how the new literacies are multimodal, multifaceted, and rapidly changing. It explains how research and media skills are blended into the Common Core standards. It provides examples of how standards incorporate technology use and evaluate content from diverse formats. Finally, it lists tools like Dropbox, Diigo, Evernote, Animoto and more that can be used and reasons for integrating new literacies like increased engagement and teaching 21st century skills.
This document contains information about Volume 15, Number 2 of the journal Language Learning & Technology, including:
- A table of contents listing articles, columns, reviews, announcements, and contact information for the issue.
- A tribute to Irene Thompson for her 13 years of service as an editor of the journal, helping to build it into the respected publication it is today.
- Information about the journal's sponsors, advisory board, editorial board, and editorial staff.
Castek Coiro Hartman Henry Leu Zawilinsky 2010 New LiteraciesDouglas K. Hartman
This document outlines three challenges facing reading research as literacy evolves with new technologies: 1) Insufficient research capacity due to a lack of trained researchers, 2) Rapidly changing nature of literacy as reading and writing increasingly occur online, and 3) Little understanding of how online reading comprehension differs from offline and how to teach these new skills. It argues that the field must take bold steps to reconceptualize reading research and better prepare students, teachers, and the research community for the new literacies of the digital age.
CALL for a New Literacy: New Tools and Rules of EngagementMichael Krauss
1. The document discusses the changing definition of literacy in the digital age and how tools like CALL and Web 2.0 can help students develop 21st century literacy skills.
2. If integrated effectively using a student-centered pedagogy, technology can help students become proficient communicators, successful workers, and engaged global citizens.
3. While computer use initially created challenges in Russia, Internet access and use of tools like blogs have grown substantially and are expected to continue growing and transforming literacy attainment.
The document discusses shifting from a writer's workshop model to a designer's studio model. A writer's workshop focuses on composition, is logo-centric, and has a uni-modal process, while a designer's studio focuses on production, is media-centric, and has a multi-modal process with mindsets. It then presents a design challenge to redesign an informational text chapter to make it more user-friendly and discusses various design parameters and techniques that could be used, such as creating a visual model of the text, enabling the entire text to be viewed in one eye span, making the text zoomable, using small multiples of pages, and transmediating the text into a different medium.
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
This document discusses new literacies and how Web 2.0 technologies can be used to engage students and meet Common Core standards. It describes how traditional definitions of reading and writing are now insufficient, and how the new literacies are multimodal, multifaceted, and rapidly changing. It explains how research and media skills are blended into the Common Core standards. It provides examples of how standards incorporate technology use and evaluate content from diverse formats. Finally, it lists tools like Dropbox, Diigo, Evernote, Animoto and more that can be used and reasons for integrating new literacies like increased engagement and teaching 21st century skills.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
1. The document discusses using videoconferencing to connect language learners in intercultural exchanges. It allows students to directly present and discuss their different cultures with partner classes in other countries.
2. An ethnographic approach is recommended where students observe and try to understand the cultural perspectives and practices of their partner group. This helps develop intercultural communication skills.
3. Some examples of videoconferencing tasks are given, such as comparing films or customs between cultures. Guidelines stress preparing materials, allowing discussion, and following up for maximum learning.
This document outlines the challenges and insights gained from conducting a narrative study in Mandarin about Chinese international students' experiences in Manchester. It discusses how prior assumptions about data generation, transcription, and analysis based on English-language literature did not directly translate to the Mandarin research context. Creative approaches were needed, such as using storytelling prompts and developing a transcription convention. Both English and Mandarin were used in data analysis to capture themes. The use of more than one language in research adds complexity but invites deeper thinking and creative exploration to obtain rich insights.
The document discusses the pragmatic, legitimizing, and reflexive functions of writing in qualitative research. It examines how writing is used to present research findings, evaluate the study, and allow for reflexive consideration. Specifically, it explores how writing can be used to tell an analytic story, specify relationships between concepts, and organize findings into generic conceptual frameworks. The document also analyzes different styles of writing up qualitative research, including realist tales, confessional tales, and impressionist tales.
Presentation by project directors Barbara E. Bullock and Almeida Jacqueline Toribio at the 24th Conference on Spanish in the United States, March 2013 in McAllen, Texas.
This document discusses how schema theory can help English language learners become better readers. It defines schema theory and how it relates to prior knowledge and comprehension. The presentation outlines how schema theory applies to reading processes, activities teachers can use before, during and after reading to activate students' background knowledge, and limitations of relying too heavily on schema theory.
This document discusses how schema theory can help English language learners become better readers. It defines schema theory and how it relates to prior knowledge and comprehension. The presentation outlines how schema theory applies to reading processes, activities teachers can use before, during and after reading to activate students' background knowledge, and limitations of relying too heavily on schema theory.
This study examined how 18 high school students responded to and authored poetry using multimodal approaches. For responding, students identified keywords in poems and found online images to represent tone and negotiate meaning. When authoring, students composed extended metaphor poems using presentation software and Internet images. Data sources included student work, observations, and materials. Thematic analysis identified 3 networks: 1) Meaning-making is an active negotiation process over time and space; 2) Multimodal, non-verbal approaches increased engagement; 3) Technology allows expression of identity and agency in authorship. The study found multimodal approaches supported meaning-making and student agency more than constrained activities. It provides implications for practice incorporating images, design literacy, and avenues for student
In the 1980s, developments in theories of language, language learning, and language teaching, as well as advances in computing, led to a boom in computer-assisted language learning (CALL). The microcomputer was invented in the 1970s and computer clubs began forming, leading Apple Computer to form in 1976. In the early 1980s, books on the topic started to appear and teachers began programming basic software for language learning activities. Early CALL materials focused on single activities like text reconstruction and gap filling. Authorizing programs like HyperCard and Storyboard allowed teachers to create their own materials. The Massachusetts Institute of Technology's Athena Language Learning Project in the 1980s explored using computers for communication-based language courses through techniques like interactive video narratives
Seminar University of Peking, October 2011Mike Sharples
The document discusses innovations in mobile learning from an international perspective, including how mobile technologies can support learning across different contexts such as in the classroom, field trips, and lifelong learning. It provides examples of innovative mobile learning projects from around the world that utilize technologies like smartphones, tablets, and sensors to enhance learning in both formal and informal settings and support personalized, collaborative, and contextualized learning experiences.
CNPwebinar029 Sal Consoli - Narrative Analysis using MAXQDA.pdfChristina Silver
Webinar hosted by the CAQDAS Networking Project (dept. Sociology, University of Surrey) on 9th June 2022, in which Dr Sal Consoli (Hong Kong Polytechnic University) discusses practicing rigour and researcher reflexivity when doing narrative analysis using the qualitative software MAXQDA.
This document outlines a presentation on unveiling knowledge patterns in English textbooks through text mining tools. It discusses using digital humanities approaches like text mining to analyze educational materials in more engaging ways for modern students. The presentation introduces voyant text mining tools and how they can be used to discover stylistic features, major themes, collocation patterns, and relationships between concepts in textbooks. Case studies are presented on analyzing various extracts from intermediate English textbooks using voyant tools like summary, word clouds, phrases, links, and contexts. Recommendations are provided for future research applying voyant tools to additional domains and enhancing their capabilities.
This document discusses strategies for integrating technology into elementary classroom research projects to encourage critical thinking and prevent copying. It recommends changing research product assignments, such as having students write poems instead of reports, to require using information in new ways rather than just copying. Different thinking modes and appropriate resources, websites, and models are also presented.
This document provides an overview of discourse analysis and methodology for discourse analysis projects. It discusses what discourse analysis is, including that it is the study of language in text and conversation and aims to reveal hidden values and perspectives. It also discusses developing a discourse analysis project, including choosing a topic, refining the topic into a research question, and doing a literature review. Finally, it discusses methodology, including using a transdisciplinary approach to analyze political discourse, new capitalism, and systemic-functional linguistics.
This document discusses remix culture and its implications for student voice in digital multimodal compositions. It defines remix as combining existing materials to create something new. While remix allows creative appropriation, it also risks students copying content without transforming it. The document examines student projects in an English for science course involving digital videos. It finds that effective remix uses resources in hybrid, layered, and intercultural ways to construct new meanings consistent with students' messages. However, remix may compromise student voice if it lacks original sourcing, hybridity, or creative labor. Educators must guide how students leverage remix to promote, not limit, their voices.
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
This very short document contains a single word, "Publish", repeated three times. It does not provide much context or information to summarize in 3 sentences or less.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
1. The document discusses using videoconferencing to connect language learners in intercultural exchanges. It allows students to directly present and discuss their different cultures with partner classes in other countries.
2. An ethnographic approach is recommended where students observe and try to understand the cultural perspectives and practices of their partner group. This helps develop intercultural communication skills.
3. Some examples of videoconferencing tasks are given, such as comparing films or customs between cultures. Guidelines stress preparing materials, allowing discussion, and following up for maximum learning.
This document outlines the challenges and insights gained from conducting a narrative study in Mandarin about Chinese international students' experiences in Manchester. It discusses how prior assumptions about data generation, transcription, and analysis based on English-language literature did not directly translate to the Mandarin research context. Creative approaches were needed, such as using storytelling prompts and developing a transcription convention. Both English and Mandarin were used in data analysis to capture themes. The use of more than one language in research adds complexity but invites deeper thinking and creative exploration to obtain rich insights.
The document discusses the pragmatic, legitimizing, and reflexive functions of writing in qualitative research. It examines how writing is used to present research findings, evaluate the study, and allow for reflexive consideration. Specifically, it explores how writing can be used to tell an analytic story, specify relationships between concepts, and organize findings into generic conceptual frameworks. The document also analyzes different styles of writing up qualitative research, including realist tales, confessional tales, and impressionist tales.
Presentation by project directors Barbara E. Bullock and Almeida Jacqueline Toribio at the 24th Conference on Spanish in the United States, March 2013 in McAllen, Texas.
This document discusses how schema theory can help English language learners become better readers. It defines schema theory and how it relates to prior knowledge and comprehension. The presentation outlines how schema theory applies to reading processes, activities teachers can use before, during and after reading to activate students' background knowledge, and limitations of relying too heavily on schema theory.
This document discusses how schema theory can help English language learners become better readers. It defines schema theory and how it relates to prior knowledge and comprehension. The presentation outlines how schema theory applies to reading processes, activities teachers can use before, during and after reading to activate students' background knowledge, and limitations of relying too heavily on schema theory.
This study examined how 18 high school students responded to and authored poetry using multimodal approaches. For responding, students identified keywords in poems and found online images to represent tone and negotiate meaning. When authoring, students composed extended metaphor poems using presentation software and Internet images. Data sources included student work, observations, and materials. Thematic analysis identified 3 networks: 1) Meaning-making is an active negotiation process over time and space; 2) Multimodal, non-verbal approaches increased engagement; 3) Technology allows expression of identity and agency in authorship. The study found multimodal approaches supported meaning-making and student agency more than constrained activities. It provides implications for practice incorporating images, design literacy, and avenues for student
In the 1980s, developments in theories of language, language learning, and language teaching, as well as advances in computing, led to a boom in computer-assisted language learning (CALL). The microcomputer was invented in the 1970s and computer clubs began forming, leading Apple Computer to form in 1976. In the early 1980s, books on the topic started to appear and teachers began programming basic software for language learning activities. Early CALL materials focused on single activities like text reconstruction and gap filling. Authorizing programs like HyperCard and Storyboard allowed teachers to create their own materials. The Massachusetts Institute of Technology's Athena Language Learning Project in the 1980s explored using computers for communication-based language courses through techniques like interactive video narratives
Seminar University of Peking, October 2011Mike Sharples
The document discusses innovations in mobile learning from an international perspective, including how mobile technologies can support learning across different contexts such as in the classroom, field trips, and lifelong learning. It provides examples of innovative mobile learning projects from around the world that utilize technologies like smartphones, tablets, and sensors to enhance learning in both formal and informal settings and support personalized, collaborative, and contextualized learning experiences.
CNPwebinar029 Sal Consoli - Narrative Analysis using MAXQDA.pdfChristina Silver
Webinar hosted by the CAQDAS Networking Project (dept. Sociology, University of Surrey) on 9th June 2022, in which Dr Sal Consoli (Hong Kong Polytechnic University) discusses practicing rigour and researcher reflexivity when doing narrative analysis using the qualitative software MAXQDA.
This document outlines a presentation on unveiling knowledge patterns in English textbooks through text mining tools. It discusses using digital humanities approaches like text mining to analyze educational materials in more engaging ways for modern students. The presentation introduces voyant text mining tools and how they can be used to discover stylistic features, major themes, collocation patterns, and relationships between concepts in textbooks. Case studies are presented on analyzing various extracts from intermediate English textbooks using voyant tools like summary, word clouds, phrases, links, and contexts. Recommendations are provided for future research applying voyant tools to additional domains and enhancing their capabilities.
This document discusses strategies for integrating technology into elementary classroom research projects to encourage critical thinking and prevent copying. It recommends changing research product assignments, such as having students write poems instead of reports, to require using information in new ways rather than just copying. Different thinking modes and appropriate resources, websites, and models are also presented.
This document provides an overview of discourse analysis and methodology for discourse analysis projects. It discusses what discourse analysis is, including that it is the study of language in text and conversation and aims to reveal hidden values and perspectives. It also discusses developing a discourse analysis project, including choosing a topic, refining the topic into a research question, and doing a literature review. Finally, it discusses methodology, including using a transdisciplinary approach to analyze political discourse, new capitalism, and systemic-functional linguistics.
This document discusses remix culture and its implications for student voice in digital multimodal compositions. It defines remix as combining existing materials to create something new. While remix allows creative appropriation, it also risks students copying content without transforming it. The document examines student projects in an English for science course involving digital videos. It finds that effective remix uses resources in hybrid, layered, and intercultural ways to construct new meanings consistent with students' messages. However, remix may compromise student voice if it lacks original sourcing, hybridity, or creative labor. Educators must guide how students leverage remix to promote, not limit, their voices.
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
Similar to New Literacies, Inquiries, And Technology (20)
This very short document contains a single word, "Publish", repeated three times. It does not provide much context or information to summarize in 3 sentences or less.
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1. New literacies, inquiries, and
technology: The Rest of the Story
John K. Lee, North Carolina State
University
Carl A. Young, North Carolina State
University
American Educational Research Association Conference
San Diego, California
April, 2009
2. New forms of literacy in teaching and
learning
What forms of “reading” What forms of
do technologies communication are
enable? enabled by technology?
learning
Information
playing living
working
3. New Literacies
Project involved 16 seniors in an TPACK
undergraduate language arts and social
studies teaching methods course
conducting personal content-based and
new literacies-oriented investigations
using a specific approach to inquiry and
then considering the technological and
pedagogical implications of the knowledge
they developed
Inquiry
4. New Literacies
• Involves modes of communication and the cognitive, cultural, and social contexts
in which communication occurs (New London Group, 1996)
• Conditions and contexts for new literacies enable “post-typographic forms of
textual practice” (Lankshear & Michele Knobel, 2003, p. 17)
• Subject to almost continuous change (Leu, 2000)
• “Skills, strategies, and dispositions necessary to successfully use and adapt to the
rapidly changing information and communication technologies and contexts that
continuously emerge in our world and influence all areas of our personal and
professional lives” (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570).
5. TPACK
• Transactional interplay of technological, pedagogical and content
knowledge
• Involves traditional (specific, stable, and transparent) and digital
(protean, unstable, and opaque) technologies (Koehler &
Mishra, 2008)
• TPACK as wicked problems (Rittal & Webber, 1973) -
incomplete, contradictory, and changing conditions (Mishra &
Koehler, 2006)
6. Inquiry
• Way of learning that uses real-world resources to investigate authentic
problems
• Emerges from experiences that are shaped by human curiosity and
reflection (Dewey, 1910)
• Bruce and Davidson (1996) literacy-based inquiry model centered on
student interests including reflection, dialogue, writing, experimentation,
observation, drawing, music, etc.
• Others pointing out benefits of inquiry-based learning - Applebee (1981),
Dewey (1938), Hillocks (1986), Harvey (1998), & Lindfors (1999), Macrorie
(1980, 1986, 1988), Short & Harste (1996)
7. How do pre-service teachers
negotiate humanities content,
inquiry pedagogies and podcast
technologies as they develop
specific forms of teacher
knowledge?
8. Participant activities
• Conducted an inquiry on a topic relevant for middle grades
language arts or social studies using an open-ended inquiry
method
• Considered the pedagogical and technological implications
of their inquiries given their knowledge about new
literacies
• Reflected on the processes they engaged in their inquiry
and their instructional planning
9. Method
DATA ANALYSIS
• Participants’ work • Erickson’s (1986) analytical
induction method
• Observations
• Empirical assertions with
• Reflections by participants
evidence from the data
• Examples of how participants
developed specialized knowledge
• Illustrations of transactional
thinking
10. Method
• Constant comparative style of Glaser and Strauss (1967)
• Focus on transactional interaction among participants’
• Emergent topics were compared and collapsed into nine coding
categories
• Data were re-read and coded, emergence of additional topics or new ideas
• Nine codes were supplemented with one additional code in the second
reading.
• Findings were collapsed into three assertions about participants’
pedagogical thinking related to their inquiries
11. Limitations
• Research activities influence perceptions (judgments about the value of
podcast and the inquiry approach used)
• An inherent part of qualitative research focus on transfer of findings
• “Fittingness” or a “degree of congruence between receiving and giving
contexts” (Lincoln & Guba, 1985 p.124)
• Rich descriptions and participant quotes to enable the transfer of findings
12. Assertion 1 – Participants engaged in a small-
scale new literacy form of text reformulation
• New forms of knowledge representation (audio and video)
• Participants wrote in multiple forms including inquiry,
written text, audio podcast, irony, and biography
• Engaged in a new literacy example of text reformulation
(Camps & Milian, 1999)
• Specifically, reformulating printed text into a dynamic
podcast presentation
13. Dana
Struggled to compose an inquiry question
Initial text formulation
“What were the politics and controversies
around this historical event?”
Research notes and short memos
Second text formulation
Narrative essay – simple chronological telling of
Third text formulation
the events
From report to Rest of the Story text - focused
First major text
on Max Yasgur
reformulation
Sequencing of irony and the suspension around
Fourth text formulation
the identity
From Rest of the Story text to audio podcast
Second reformulated
form - required that Dana experiment with
text
text cadence and sentence structure
14. Assertion 2 – Pedagogical adaptation served as an overriding
context for all thinking about instruction in participants’ work
15. Assertion 3 – The podcasting form was transparent, but the
technical procedures required to produce and publish a podcast
were overly cumbersome
• The recording process Maxine
– Selecting an audio recording process
• Text reformulation - written story
– Using specific audio recording software
as performance
(Audacity, etc)
– Using an external microphone
• Initial reading and recordings
– Managing the audio quality
using Audacity, over 100 minutes
– Editing the recording
• File conversion, 60 minutes
• The audio file
– Sharing, emailing, or transporting audio
• Uploading file to iTunes, 2 hours
files
• What skills translated to other
– Converting audio file types
– Uploading the audio file to a file server teaching and learning tasks?
– Managing the file size
• Maxine did not see herself
• Creating the podcast
teaching students these technical
– Setting up an iTunes account
– Uploading to iTunes steps - felt empowered to work
– Naming files and proving meta information with facilitate students to help
for locating audio podcast files
them create audio podcasts.
16. Discussion and Conclusion
• Text reformulation evident in this research (writing and oral
communication) consistent with the New London Group’s
(1996) notion of a multiple communications channels
• Shift from producers to distributors
• Focus on reworking texts in multiple technologically enabled
contexts
17. John Lee
john_lee@ncsu.edu
Paper online at www.newlit.org