Estudios sobre e-learning, alfabetización en medios, aprendizaje y tecnología: desafíos y oportunidades. Artículo traducido y en versión original (Inglés).
Palabras clave:
e-learning, alfabetización tecnológica, enfoque sociocrítico, universidad.Resumen
Este artículo realiza una revisión del concepto de e-learning y un repaso de las principales tendencias sobre prácticas de alfabetización tecnológica crítica que interesan como marco de análisis de lo que hacen las escuelas y las universidades con la comunicación, la cultura, la percepción de los jóvenes y una actividad educativa más innovadora, y de cuál es su proyección en la sociedad contemporánea. Se basa en la corriente de New Literacy Studies (NLS) y el giro visual. Son: cambio de textos y prácticas, prácticas de alfabetización tecnológica en enseñanza formal e informal, nuevas formas culturales e innovación y cambio tecnológicamente mediados, y de cómo penetran en prácticas sociales y prácticas educativas universitarias.
Descargas
Citas
Abbott, C. (2002) ‘Writing the visual: the use of graphic symbols in onscreen texts’, in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Era. London: Routledge. pp.31–46.
Alvermann, D. E., Moon, J. S. and Hagood, M. C. (1999) Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy. Newark, DE, and Chicago: International Reading Association National
Reading Conference.
Andrews, R. (ed.) (2004) The Impact of ICT on Literacy Education. London and New York: RoutledgeFalmer.
Apple, M. (1987) The New Technology: Part of the Solution or Part of the Problem? Canberra: Curriculum Development Centre.
Barton, D. (2001) ‘Directions for literacy research: analyzing language and social practices in a textually mediated world’ Language and Education, 15 (2–3): 92–104
D. and Hamilton, M. (1998) Local Literacies: Reading and Writing in One Community. London: Routledge.
Bigum, C. (2002) ‘Design sensibilities, schools, and the new computing and communications technologies’, in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Era. London:
Routledge. pp. 130–40.
Bigum, C. and Green, B. (1995) Managing Machines? Educational Administration and Information Technology. Geelong, Vic.: Deakin University Press.
Bolter, J. D. and Grusin, R. (1999) Remediation: Understanding New Media. Cambridge, MA: MIT Press.
Bowers, C. A. (1988) The Cultural Dimensions of Educational Computing: Understanding the Nonneutrality of Technology. New York: Teachers College Press.
Bruce, B. C. (1999) ‘Response: speaking the unspeakable about twentyfirst century technologies’, in G. E Hawisher and C. L. Selfe (eds), Passions, Pedagogies and Twenty-first Century Technologies. Logan, UT: Utah State University Press; Urbana, IL: National Council of Teachers of English. pp. 221–8.
Bruce, B. C. (2002) ‘Diversity and critical social engagement: how changing technologies enable new modes of literacy in changing circumstances’, in D. E. Alvermann (ed.), Adolescents and Literacies in a
Digital World. New York: Peter Lang. pp. 1–18.
Burbules, N. C. (1997) ‘Rhetorics of the web: hyperreading and critical literacy’, in I. Snyder (ed.), Page to Screen: Taking Literacy into the Electronic Era. Sydney: Allen and Unwin. pp. 102–22.
Burbules, N. C. (2002) ‘The web as a rhetorical place’, in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Era. London: Routledge. pp. 75–84.
Burbules, N. C. and Callister, T. A., Jr (2000) Watch IT: The Risks and Promises of Information Technologies for Education. Boulder, CO:Westview Press.
Burn, A. (2000) ‘Repackaging the slasher movie: digital unwriting of film in the classroom’, English in Australia, 127–8: 24–34.
Carrington, V. (2005) ‘The uncanny, digital texts and literacy’, Language and Education, 19 (6): 467–82.
Castells, M. (1996) The Rise of the Network Society. Oxford: Blackwell.
Castner, J. (1997) ‘The clash of social categories: egalitarianism in networked writing classrooms’, Computers and Composition, 14 (2): 257–68.
Chandler-Olcott, K. and Mahar, D. (2003) ‘Adolescents’ anime-inspired “fanfictions”: an exploration of multiliteracies’, Journal of Adolescent and Adult Literacy, 46 (7): 556–66.
Cranny-Frances, A. (2004) ‘Spinning the web: an analysis of a web site’, in I. Snyder and C. Beavis (eds), Doing Literacy Online: Teaching, Learning and Playing in an Electronic World. Creskill, NJ: Hampton Press. pp. 145–62.
Cuban, L. (1986) Teachers and Machines: The Classroom Use of Technology since 1920. New York: Teachers College Press.
Cuban, L. (2001) Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University Press.
Durrant, C. and Green, B. (2000) ‘Literacy and the new technologies in school education: meeting the l(IT)eracy challenge?’ Australian Journal of Language and Literacy, 23 (2): 89–108.
Eldred, J. M. (1991) ‘Pedagogy in the computer-networked classroom’, Computers and Composition, 8 (2): 47–61.
Engeström, Y., Miettinen, R. and Punamaki, R. (eds) (1999) Perspectives on Activity Theory. Cambridge: Cambridge University Press.
Faigley, L. (1999) ‘Beyond imagination: the Internet and global digital literacy’, in G. E Hawisher and C. L. Selfe (eds), Passions, Pedagogies and Twenty-first Century Technologies. Logan, UT: Utah State University
Press; Urbana, IL: National Council of Teachers of English. pp. 129–39.
Gee, J. P. (1996) Social Linguistics and Literacies: Ideology in Discourses (2nd edn). London: Taylor and Francis.
Gee, J. P. (2003) What Video Games have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.
Gilster, P. (1997) Digital Literacy. New York: Wiley.
Godwin-Jones, B. (2005) ‘Messaging, gaming, peer-to-peer sharing: language learning strategies and tools for the millennial generation’, Language, Learning and Technology, 9 (1): 17–22.
Goodson, I. F. and Mangan, J. M. (1996) ‘Computer literacy as ideology’, British Journal of Sociology of Education, 17: 65–79.
Gurak, L., Antonijevic, S., Johnson, L., Ratliff, C. and Reyman, J. (eds) (2004) ‘Into the blogosphere: rhetoric, community, and culture of weblogs’, University of Minnesota. Retrieved 4 April 2005 online at:
http://blog.lib.umn.edu/blogosphere/.
Hawisher, G. E. and Selfe, C. L. (eds) (1991) Evolving Perspectives on Computers and Composition Studies: Questions for the 1990s. Urbana, IL: National Council of Teachers of English.
Heath, S. B. (1983) Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
Herrmann, A. (1987) ‘Ethnographic study of a high school writing class using computers: marginal, technically proficient and productive learners’, in L. Gerrard (ed.), Writing at the Century’s End: Essays on Computer-assisted Instruction. New York: Random House.
Hull, G. A. and Schultz, K. (eds) (2002) School’s Out: Bridging Out-ofschool Literacies with Classroom Practice. New York: Teachers College Press.
Jewitt, C. and Kress, G. (eds) (2003) Multimodal Literacy. London: Peter Lang.
Jones, S. (ed) (1999) Doing Internet Research: Critical Issues and Methods for Examining the Net. Thousand Oaks, CA: Sage.
Knobel, M. and Healy, A. (1998) ‘Critical literacies: an introduction’, in M. Knobel and A. Healy (eds), Critical Literacies in the Primary Classroom. Newtown, NSW: Primary English Teaching Association. pp. 1–12.
Kress, G. (2003) Literacy in the New Media Age. London: Routledge.
Kress, G. and Van Leeuwen, T. (1996) Reading Images: The Grammar of Visual Design. London: Routledge.
Kress, G. and Van Leeuwen, T. (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Edward Arnold.
Lankshear, C., Bigum, C., Green, B., Honan, E., Durrant, C., Morgan, W., Murray, J., Snyder, I. and Wild, M. (1997) Digital Rhetorics: Literacies and Technologies in Education – Current Practices and Future
Directions. Canberra: Department of Employment, Education, Training and Youth Affairs.
Lankshear, C. and Knobel, M. (2003) New Literacies: Changing Knowledge and Classroom Learning. Buckingham and Philadelphia, PA: Open University Press.
Lankshear, C. and Snyder, I. with Green, B. (2000) Teachers and Techno-literacy: Managing Literacy, Technology and Learning in Schools. Sydney: Allen and Unwin.
Laurillard, D. (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge.
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
LeCourt, D. (1998) ‘Critical pedagogy in the computer classroom: politicizing the writing space’, Computers and Composition, 15 (3): 275–95.
Lenhart, A. and Madden, M. (2005) ‘Teen content, creators and consumers. PEW Internet and American Life Project: Family, friends and community’. Retrieved online 22 December 2005 at: http://www.pewinternet.org/PPF/r/166/report_display.asp.
Livingstone, S. (2002) Young People and New Media: Childhood and the Changing Media Environment. London: Sage.
Livingstone, S. and Bober, M. (2005) ‘UK children go online: final report of key project findings’, London: London School of Economics and Political Science. Retrieved 2 June 2005 online at: http://www.childrengo-online.net.
Manovich, L. (2001) The Language of New Media. Cambridge, MA: MIT Press.
Merchant, G. (2001) ‘Teenagers in cyberspace: language use and language change in Internet chatrooms’, Journal of Research in Reading, 24: 293–306.
O’Hear, S. and Sefton-Green, J. (2004) ‘Style, genre and technology: the strange case of youth culture online’, in I. Snyder and C. Beavis (eds), Doing Literacy Online: Teaching, Learning and Playing in an Electronic
World. Creskill, NJ: Hampton Press. pp. 121–43.
Pacey, A. (1983) The Culture of Technology (1st edn). Oxford: Blackwell.
Pahl, K. and Rowsell, J. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman.
Prensky, M. (2005) Don’t Bother Me, Mom – I’m Learning: How Computer and Video Games are Preparing your Kids for Twenty-first Century Success and How you can Help. New York: Paragon House.
Rideout, V., Roberts, D. F. and Foehr, U. G. (2005) ‘Generation M: Media in the lives of 8–18 year-olds’. Retrieved online 22 December 2005 at: http://www.kff.org/entmedia/entmedia030905pkg.cfm.
Rogoff, B. (1984) ‘Introduction: Thinking and learning in social context’, in B. Rogoff and J. Lave (eds), Everyday Cognition: Cognitive Development in a Social Context. Cambridge, MA: Harvard University Press. pp. 1–8.
Rogoff, B. (1990) Apprenticeship in Thinking: Cognitive Development in a Social Context. New York: Oxford University Press.
Rogoff, B. (1995) ‘Observing sociocultural activity on three planes: participatory appropriation, guided participation, apprenticeship’, in J. Wertsch, P. del Rio and A. Alvarez (eds), Sociocultural Studies of Mind.
New York: Cambridge University Press. pp. 139–64.
Russell, D. (2002) ‘Looking beyond the interface: activity theory and distributed learning’, in M. Lea and K. Nicoll (eds), Distributed Learning. London: Routledge. pp. 64–82.
Scribner, S. and Cole, M. (1981) The Psychology of Literacy. Cambridge, MA: Harvard University Press.
Snyder, I. (ed.) (1997) Page to Screen: Taking Literacy into the Electronic Era. Melbourne: Allen and Unwin.
Snyder, I. (1999) ‘Packaging literacy, new technologies and “enhanced” learning’, Australian Journal of Education, 43 (3): 287–301.
Snyder, I. (2000) ‘Literacy and technology studies: past, present, future’, Australian Educational Researcher, 27 (1): 97–119.
Snyder, I. (2001) ‘A new communication order: researching literacy practices in the network society’, Language and Education, 15 (2–3):117–31.
Snyder, I. (ed.) (2002) Silicon Literacies: Communication, Innovation and Education in the Electronic Era. London: Routledge.
Snyder, I. and Bulfin, S. (2005) ‘Being digital in home, school and community’. Retrieved online 3 June 2005 at:
http://community.education.monash.edu.au/projects/beingdigital/.- Snyder, I., Angus, L. and Sutherland-Smith, W. (2002) ‘Building equitable literate futures: home and school computer-mediated literacy practices and disadvantage’, Cambridge Journal of Education, 32 (3): 367–83.
Street, B. (1984) Literacy in Theory and Practice. Cambridge: Cambridge University Press.
Street, B. (1995) Social Literacies: Critical Approaches to Literacy Development, Ethnography and Education. London: Longman.
Street, B. (ed.) (2001) Literacy and Development: Ethnographic Perspectives. London: Routledge.
Takayoshi, P., Huot, E. and Huot, M. (1999) ‘No boys allowed: the World Wide web as a clubhouse for girls’, Computers and Composition, 16 (1): 89–106.
Thomas,A. (2005) ‘Children online: learning in a virtual community of practice’, e-Learning, 2 (1): 27–38.
Trumble,W. R. and Stevenson, A. (2002) (eds) New Shorter Oxford English Dictionary on Historical Principles (5th edn). New York: Oxford University Press.
Turkle, S. (1995) Life on the Screen: Identity in the Age of the Internet. New York: Simon and Schuster.
Vygotsky, L. (1962) Thought and Language, trans. E. Hanfmann and G. Vakar. Cambridge, MA: MIT Press.
Walton, M. (2004) ‘Behind the screen: the language of web design’, in I. Snyder and C. Beavis (eds), Doing Literacy Online: Teaching, Learning and Playing in an Electronic World. Cresskill, NJ: Hampton Press. pp.91–119.
Williams, R. (1975) Television: Technology and Cultural Form (1990, 2nd edn). London: Routledge.
Williams, R. (1976) Keywords: A Vocabulary of Culture and Society. London: Fontana.
Williams, R. (1983) [1958] Culture and Society, 1780–1950. New York: Columbia University Press.
Yallop, C., Bernard, J. R. L., Blair, D., Butler, S., Delbridge, A., Peters, P. and Witton, N. (2005) (eds) Macquarie Dictionary, 4th edn. Sydney: Macquarie Library.