Web 2.0 and Emergent Multiliteracies

Autor/in	Alexander, Bryan
Titel	Web 2.0 and Emergent Multiliteracies
Quelle	In: Theory Into Practice, 47 (2008) 2, S.150-160 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Intellectual Property; Educational Technology; Visual Environment; Social Networks; Learning Processes; Computer System Design; Internet; Technology Integration; Models; Computer Uses in Education; Information Technology; Educational Trends; Web Sites; Computer Mediated Communication; Classification; Educational Change; Privacy; Media Literacy; Electronic Publishing; Participation; Hypermedia; Computers; Games; Computer Simulation; Metadata; Instructional Design; Computer Software + Suchen Sie Ihr Suchwort? Geistiges Eigentum; Unterrichtsmedien; Social network; Soziales Netzwerk; Learning process; Lernprozess; Analogiemodell; Computernutzung; Informationstechnologie; Bildungsentwicklung; Web-Design; Computerkonferenz; Classification system; Klassifikation; Klassifikationssystem; Bildungsreform; Privatsphäre; Media skills; Medie competence; Medienkompetenz; Elektronisches Publizieren; Teilnahme; Digitalrechner; Game; Spiel; Spiele; Computergrafik; Computersimulation; Metadaten; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Students are, increasingly, digital content producers, and participate extensively in evolving online social networks. The emergence of the former represents subtle changes in students' experience of images, audience, copyright, ownership of learning, and technology. Experiencing the latter places students in an awkward position in terms of pre-Web conceptions of social space, and especially concerning privacy and expression in a highly visual environment. This article considers how pedagogies confront emergent Web 2.0 habits, and situates them in the context of other architectures to represent very different models for information architecture, intellectual property, software development, gaming, and learning. (Contains 6 figures and 16 notes.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10