Gary B Moorman
Biographic Data
| ID | 5972427 |
|---|---|
| NAME | Gary B Moorman |
| GIVEN NAMES | Gary B |
| FAMILY NAME | Moorman |
| SIGNATURE | MOORMAN G B |
| AFFILIATIONS | Appalachian State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Digital Citizenship During a Global Pandemic
In this commentary, the authors move beyond digital literacy and take up the question of what digital citizenship means and looks like in the context of the COVID‐19 pandemic. To engage with questions of ethical practice, the authors begin with the International Society for Technology in Education framework for digital citizenship. They expand on these standards to argue for an awareness of the ethical questions facing citizens online that are di…
Content Area Reading and Disciplinary Literacy
Within the past few years literacy scholars have begun voicing serious doubts on theoretical and practical grounds about the efficacy of the longstanding notion that every teacher is a teacher of reading. In this commentary, we add our voices to the conversation around content area literacy as well as offer our perspectives on the recent calls for alternative practices grounded in disciplinary literacy. We conclude by advocating compromise based …
Rethinking Plagiarism in the Digital Age
Plagiarism is a complex issue in need of reexamination. A common misconception is there is consensus on what constitute plagiarism, and general agreement that engaging in plagiarism and other forms of academic dishonesty is a major breech of ethics. Furthermore, instruction that addresses issues related to plagiarism is rare. In this article, the authors explore the issue in relation to the ever‐changing digital environment, and provide one speci…
Teaching and Reaching the Millennial Generation Through Media Literacy
These are times of rapid technological change that challenge all educators. The children currently in school—often referred to as the “Millennial Generation” —have always been immersed in Information Communication Technology. Millennials bring to school a rich set of literacy skills that allows them instant communication and access to a wealth of information. However, Millennials lack the basic academic skills, as well as the media literacy skill…
Rhetoric and Community in Whole Language
Gary B. Moorman, William E. Blanton, Thomas McLaughlin, Rhetoric and Community in Whole Language: A Response to Cambourne, Willinsky, and Goodman, Reading Research Quarterly, Vol. 29, No. 4 (Oct. - Nov. - Dec., 1994), pp. 348-351
The Rhetoric of Whole Language
Les As. examinent la rhetorique du langage integre afin de faire apparaitre les positions implicites et explicites qui sous-tendent ce mouvement. A l'issue d'un examen de la litterature specialisee, ils ont selectionne 18 articles dont l'analyse approfondie a permis de degager 3 themes recurrents : definitions generales, apprentissage et enseignement, lecture et enseignement de la lecture. De plus, l'analyse de ces articles par deconstruction a p…
The Rhetoric of Whole Language
Les As. examinent la rhetorique du langage integre afin de faire apparaitre les positions implicites et explicites qui sous-tendent ce mouvement. A l'issue d'un examen de la litterature specialisee, ils ont selectionne 18 articles dont l'analyse approfondie a permis de degager 3 themes recurrents : definitions generales, apprentissage et enseignement, lecture et enseignement de la lecture. De plus, l'analyse de ces articles par deconstruction a p…
Rhetoric and Community in Whole Language
Gary B. Moorman, William E. Blanton, Thomas McLaughlin, Rhetoric and Community in Whole Language: A Response to Cambourne, Willinsky, and Goodman, Reading Research Quarterly, Vol. 29, No. 4 (Oct. - Nov. - Dec., 1994), pp. 348-351
The Rhetoric of Whole Language
Les As. examinent la rhetorique du langage integre afin de faire apparaitre les positions implicites et explicites qui sous-tendent ce mouvement. A l'issue d'un examen de la litterature specialisee, ils ont selectionne 18 articles dont l'analyse approfondie a permis de degager 3 themes recurrents : definitions generales, apprentissage et enseignement, lecture et enseignement de la lecture. De plus, l'analyse de ces articles par deconstruction a p…
Teaching and Reaching the Millennial Generation Through Media Literacy
These are times of rapid technological change that challenge all educators. The children currently in school—often referred to as the “Millennial Generation” —have always been immersed in Information Communication Technology. Millennials bring to school a rich set of literacy skills that allows them instant communication and access to a wealth of information. However, Millennials lack the basic academic skills, as well as the media literacy skill…
Rethinking Plagiarism in the Digital Age
Plagiarism is a complex issue in need of reexamination. A common misconception is there is consensus on what constitute plagiarism, and general agreement that engaging in plagiarism and other forms of academic dishonesty is a major breech of ethics. Furthermore, instruction that addresses issues related to plagiarism is rare. In this article, the authors explore the issue in relation to the ever‐changing digital environment, and provide one speci…
Content Area Reading and Disciplinary Literacy
Within the past few years literacy scholars have begun voicing serious doubts on theoretical and practical grounds about the efficacy of the longstanding notion that every teacher is a teacher of reading. In this commentary, we add our voices to the conversation around content area literacy as well as offer our perspectives on the recent calls for alternative practices grounded in disciplinary literacy. We conclude by advocating compromise based …
Digital Citizenship During a Global Pandemic
In this commentary, the authors move beyond digital literacy and take up the question of what digital citizenship means and looks like in the context of the COVID‐19 pandemic. To engage with questions of ethical practice, the authors begin with the International Society for Technology in Education framework for digital citizenship. They expand on these standards to argue for an awareness of the ethical questions facing citizens online that are di…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Linguistics (3 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Philosophy (3 works) · Political science (3 works) · Art (2 works) · Computer Science (2 works)