Literaturnachweis - Detailanzeige
| Autor/in | Alvermann, Donna E. |
|---|---|
| Titel | Being in the Moment: Implications for Teaching and Young People's Digital Literacies |
| Quelle | In: Journal of Adolescent & Adult Literacy, 58 (2015) 8, S.625-631 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1002/jaal.415 |
| Schlagwörter | Stellungnahme; Technological Literacy; Information Technology; Technology Uses in Education; Educational Technology; Access to Information |
| Abstract | This commentary explores the implications of Douglas Rushkoff's "Present Shock: When Everything Happens Now" (2013) for teachers and the students they teach. In this, his most recent book, Rushkoff argues that in today's digital world all of us are adversely experiencing the effects of technology's capacity to make everything happen faster and to connect more of us to more information on a daily basis than ever before in the history of humankind. He contends that we have been thrust into an endless state of anxiety due to living in an "eternal present" (the "now" in "Present Shock's" subtitle). In addressing this assumption, the commentary focuses on three of Rushkoff's key ideas that pinpoint how present shock purportedly manifests itself in contemporary literacy practices: that is, through the collapse of traditional narratives, the perceived need to be in more than one place at the same time, and the tendency to engage in forced or imaginary connections. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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