Dr. Michael M. Williamson     (Sutton 351)  Hours by appointment

Technology & Literacy

Course Syllabus

Course Description:

Explores the interrelationship between literacy and technology, primarily the use of computing technology.  Active participation by students is expected in demonstrations of the use of computer technology in the teaching of English.

The course will introduce you to several of the more controversial aspects of the relationship between technology and literacy.  The primary economic and political issue is access.  Access means a variety of things when applied to both literacy and technology.  During the term, I hope that you will come to understand the many meanings of access in the study of technology and literacy.

I also hope that you will come to your own conclusions about the appropriate use of technology in your teaching. The purpose of this course is to give you an awareness of various technologies used in the teaching of English and the background to evaluate them, as well as an awareness of the developing technologies of the future.

My approach will be to encourage each student to join into the class community with the shared goal of coming to a better understanding of the potential and peril of technology in the teaching of language and literacy, as well as the broader cultural implications of technology, both within and outside of schooling.

Requirements:

Readings:

Class Notes and supplemental materials are available at this link.

Do not, under any circumstances, buy any of the books before attending the first class.  Those of you who want to get a head start should begin with one of the readings marked with *

Required:

Bolter, J.D. (2001). Writing Space: Computers, hypertext, and the remediation of print. Mahwah, NJ: Erlbaum.  

Cushman, E, Kintgen, G. R., Kroll, B. M., and Rose M. (Eds.). (2001).  Literacy: A critical sourcebook. Boston: Bedford/St. Martins. (Selections)

*Diamond, J. (1997) Guns, germs and steel:  The fates of human societies. NY: W.W. Norton. (Selections)

Hawisher, G & Selfe, C. (1999). Passions, pedagogies and 21st century technologies. Logan: Utah State University.

Monroe, B.J. (2004). Crossing the Digital Divide: Race, Writing, and Technology in the Classroom

     (Language and Literacy Series, 70). NY: Teachers College.

Ong, W.J. (1988). Orality and literacy: Technologizing the word. NY: Accent.

*Pattison, R. (1982). On literacy: The politics of the word from Homer to the Age of Rock. New York: Oxford.

Pennington, M. (1996). The computer and the non-native writer: A natural partnership. Cresskill, NY: Hampton.

Penrod, D. (2005). Composition in Convergence: The Impact of New Media on Writing Assessment. Mawhaw, NJ: Lawrence Erlbaum Associates

Selfe, C. L. & G. E. Hawisher. (2004). Literate Lives in the Information Age: Narratives of Literacy from the United States.  

     Mawhaw, NJ: Lawrence Erlbaum Associates.

*Selfe, C. (1999). Technology and Literacy in the Twenty-First Century: The Importance of Paying Attention (Studies in Writing & Rhetoric). Carbondale, IL: Southern Illinois University.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: Massachusetts Institute of Technology.

Warschauer, M., Kern, R., Long, M.H., & Richards, J. C. (2000). Network-based Language Teaching : Concepts and Practice. New York: Cambridge University.

Suggested:

Aarseth, E. (1997). Perspectives on ergodic literature. Baltimore: Johns Hopkins University.

Alexander, J.E. & Tate, M. A. (1999). Web Wisdom: How to Evaluate and Create Information Quality on the

    Web. Mahwah, NJ: Lawrence Erlbaum.