This collection of original essays discusses the implications of the new media for the creation, delivery and assessment of English studies. Strategies by which digital technologies can serve professional, scholarly and pedagogical needs in a completely new way are explored in the context of the role and mission of humanities in the electronic age.
This collection of original essays discusses the implications of the new media for the creation, delivery and assessment of English studies. Strategies by which digital technologies can serve professional, scholarly and pedagogical needs in a completely new way are explored in the context of the role and mission of humanities in the electronic age.
Abstract: Techniques for designing and developing text materials are described and elaborated for text development technologists. This book focuses on 2 broad categories of techniques for structuring textual materials, termed "implicit" (e.g.: discourse analysis, elaboration theory) and "explicit" (e.g.: algorithms, tables, diagrams) techniques. Implict techniques are concerned with the structure of the content and sequencing of the message; explicit techniques display the structure of the message. The 4 sections of the book address; implicit communication techniques; explicit textual design; specific design problems; and how individuals differentially interact with text materials, ranging from printed matter to television projections. (wz).
This coursebook examines the material history of human communication, allowing students and teachers to examine how communication's production, form, materiality, and reception are crucial to our interpretations of culture, history, and society.
A COMPANION TO THE HISTORY OF THE BOOK A COMPANION TO THE HISTORY OF THE BOOK Edited by Simon Eliot and Jonathan Rose “As a stimulating overview of the multidimensional present state of the field, the Companion has no peer.” Choice “If you want to understand how cultures come into being, endure, and change, then you need to come to terms with the rich and often surprising history Of the book ... Eliot and Rose have done a fine job. Their volume can be heartily recommended. “ Adrian Johns, Technology and Culture From the early Sumerian clay tablet through to the emergence of the electronic text, this Companion provides a continuous and coherent account of the history of the book. A team of expert contributors draws on the latest research in order to offer a cogent, transcontinental narrative. Many of them use illustrative examples and case studies of well-known texts, conveying the excitement surrounding this rapidly developing field. The Companion is organized around four distinct approaches to the history of the book. First, it introduces the variety of methods used by book historians and allied specialists, from the long-established discipline of bibliography to newer IT-based approaches. Next, it provides a broad chronological survey of the forms and content of texts. The third section situates the book in the context of text culture as a whole, while the final section addresses broader issues, such as literacy, copyright, and the future of the book. Contributors to this volume: Michael Albin, Martin Andrews, Rob Banham, Megan L Benton, Michelle P. Brown, Marie-Frangoise Cachin, Hortensia Calvo, Charles Chadwyck-Healey, M. T. Clanchy, Stephen Colclough, Patricia Crain, J. S. Edgren, Simon Eliot, John Feather, David Finkelstein, David Greetham, Robert A. Gross, Deana Heath, Lotte Hellinga, T. H. Howard-Hill, Peter Kornicki, Beth Luey, Paul Luna, Russell L. Martin Ill, Jean-Yves Mollier, Angus Phillips, Eleanor Robson, Cornelia Roemer, Jonathan Rose, Emile G. L Schrijver, David J. Shaw, Graham Shaw, Claire Squires, Rietje van Vliet, James Wald, Rowan Watson, Alexis Weedon, Adriaan van der Weel, Wayne A. Wiegand, Eva Hemmungs Wirtén.
In a climate of anxiety about boys and reading, this book addresses the gendering of English Studies, drawing on recent research on masculinity. In drawing together the study of text and narrative with insight into the experience of the classroom, this book will be of value to both teachers and students of English Studies.
"Text and Technology" focuses on three major areas of modern linguistics: discourse analysis, corpus-driven analysis of language, and computational linguistics. The volume starts off with a description of the various British traditions in text analysis by Michael Stubbs. The first section Spoken and Written Discourse contains contributions by Martin Warren, Mohd Dahan Hazadiah., Amy B.M. Tsui, Anna Mauranen and Susan Hunston. The next section on corpus-driven analysis Corpus Studies: Theory and Practice contains contributions by Gill Francis, Bill Louw, Allan Partington, Elena Tognini-Bonelli. The contributions in this section by Kirsten Malmkjaer and Mona Baker deal specifically with translated text. The final third section Text and Technology: Computational Tools has contributions by David Coniam, Jeremy Clear, Junsaku Nakamura, Geoff Barnbrook and Margaret Allen. In spite of the specialised nature of the topics discussed and the level of sophistication with which these topcis are handled, the papers are written in a clear and accessible style and will therefore be of interest to seasoned scholars and students alike. An extensive index further enhances the value of this collection as a reference point for many of the issues that currently lie at the heart of modern linguistics enquiry
Teaching with Dystopian Text propounds an exchange of spatial to pedagogical practices centered around “Orwellian Spaces,” signaling a new utility for teaching with dystopian texts in secondary education. The volume details the urgency of dystopian texts for secondary students, providing theoretical frameworks, classroom examples and practical research. The function of dystopian texts, such as George Orwell’s 1984, as social and political critique is demonstrated as central to their power. Teaching with Dystopian Text: Exploring Orwellian Spaces for Student Empowerment and Resilience makes a case that dystopian texts can be instrumental in the transfer of spatial practices to pedagogical practices. Pedagogical application creates links between the text and the student through defamiliarization, connecting the student to practices of resistance in the space of the classroom. The volume also addresses the challenges of teaching dystopian text in a dystopian educational climate including the COVID-19 lockdown. In addition to appealing to scholars and researchers of literacy education, language education and dystopian text, this book will also be a powerful yet accessible resource for secondary teachers as they address dystopian concerns with students in the complicated twenty-first century.
This thesis examines issues at the intersection of three domains: a revisioning of English curriculum, expanding views of textuality and an intensifying integration of technology in English teaching. It reviews the current literature and research in technology, textuality and pedagogy and then examines the changes in educational policy in English Education in four jurisdictions as they relate to these specific domains. Using methodologies of case-by-case studies and a cross-case analysis, the thesis examined these themes in the teaching practices of three English teachers' in predominantly literature-based classrooms over six months.The results of the study support the hypothesis that shifting definitions of text and technology are indeed reshaping English Education practices. However, this inquiry demonstrates three other subtle elements affecting the teaching transaction in contemporary English classrooms. First, teachers' understanding of students' construction of knowledge continues to be a more significant factor in engaging students in transformative teaching than access to state-of-the-art technology. Second, as has been shown in other studies, access to and use of technology alone cannot transform teaching; teachers are much more willing to take risks in their practice if they are able to share and collaborate in small groups. Third, English practices continue to move from a knowing what to a knowing how paradigm that involves discernment, critical thought and an ability to access knowledge.This study also demonstrates that other issues continue to hinder English teaching and learning. First, there is a pronounced breach between educational policy and current teaching practices, manifesting itself in the divergence between mandated government expectations and local school constraints of economics and time. Second, a significant gap persists between literacy specialists who advocate for multi-literacies including electronic literacies, and English teachers who more often work in the traditional paradigms of literature and writing.Hence enhancements in technology and widening views of textuality broaden and deepen English teaching. Nevertheless, other factors also shape the learning transaction in significant ways because teaching and learning is never fixed or predictable but always contextual, surprising and human.
