Denise E Murray
Biographic Data
| ID | 740726 |
|---|---|
| NAME | Denise E Murray |
| GIVEN NAMES | Denise E |
| FAMILY NAME | Murray |
| SIGNATURE | MURRAY D E |
| AFFILIATIONS | San Jose State University |
| ORCID | 0000-0003-3386-0421 |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 2 |
Technology and Literacy
For centuries, scholars and governments have both decried the introduction of new technology as a destroyer of societal values and promoted it as responsible for civilization advances. Taking a diachronic perspective on literacy‐related technologies, this entry demonstrates that such technologies are grounded in the ideologies of their contexts of use.
Technologies for Second Language Literacy
Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is …
Protean Communication
Computer-mediated communication (CMC), which began in proprietary companies two decades ago, has developed into a worldwide medium of communication that ESOL learners encounter inside and outside the classroom. Because learners' participation in CMC is likely to increase in the coming years, it is important for TESOL professionals to understand the norms of language use developed by CMC-based speech communities. Research has found that CMC exhibi…
Ebonics
The Ebonics debate is relevant to all those engaged in language education, whether as classroom teachers, teacher educators, materials writers, or policy makers. All educators who wish to validate and nurture diversity (e.g., Delpit, 1995) need to be informed by the issues raised by Smitherman (this volume). My goal here is to demonstrate that the issues around Ebonics are the issues vital to all language educatorslanguage, power, and pedagogy. T…
Conversation for Action
CmC
A report on the nature and evolution of on-line e-messages
The context of oral and written language
This article demonstrates that our descriptions of orality and literacy - from the traditional dichotomy to the more recent continuum - are inadequate, largely because they are grounded in the Western positivist tradition and use as their typical texts casual conversation and academic writing. The introduction of a new medium of communication, the computer, into the workplace clearly demonstrates that medium of communication is itself a linguisti…
The context of oral and written language
This article demonstrates that our descriptions of orality and literacy - from the traditional dichotomy to the more recent continuum - are inadequate, largely because they are grounded in the Western positivist tradition and use as their typical texts casual conversation and academic writing. The introduction of a new medium of communication, the computer, into the workplace clearly demonstrates that medium of communication is itself a linguisti…
Protean Communication
Computer-mediated communication (CMC), which began in proprietary companies two decades ago, has developed into a worldwide medium of communication that ESOL learners encounter inside and outside the classroom. Because learners' participation in CMC is likely to increase in the coming years, it is important for TESOL professionals to understand the norms of language use developed by CMC-based speech communities. Research has found that CMC exhibi…
Ebonics
The Ebonics debate is relevant to all those engaged in language education, whether as classroom teachers, teacher educators, materials writers, or policy makers. All educators who wish to validate and nurture diversity (e.g., Delpit, 1995) need to be informed by the issues raised by Smitherman (this volume). My goal here is to demonstrate that the issues around Ebonics are the issues vital to all language educatorslanguage, power, and pedagogy. T…
The context of oral and written language
This article demonstrates that our descriptions of orality and literacy - from the traditional dichotomy to the more recent continuum - are inadequate, largely because they are grounded in the Western positivist tradition and use as their typical texts casual conversation and academic writing. The introduction of a new medium of communication, the computer, into the workplace clearly demonstrates that medium of communication is itself a linguisti…
CmC
A report on the nature and evolution of on-line e-messages
Conversation for Action
Ebonics
The Ebonics debate is relevant to all those engaged in language education, whether as classroom teachers, teacher educators, materials writers, or policy makers. All educators who wish to validate and nurture diversity (e.g., Delpit, 1995) need to be informed by the issues raised by Smitherman (this volume). My goal here is to demonstrate that the issues around Ebonics are the issues vital to all language educatorslanguage, power, and pedagogy. T…
Protean Communication
Computer-mediated communication (CMC), which began in proprietary companies two decades ago, has developed into a worldwide medium of communication that ESOL learners encounter inside and outside the classroom. Because learners' participation in CMC is likely to increase in the coming years, it is important for TESOL professionals to understand the norms of language use developed by CMC-based speech communities. Research has found that CMC exhibi…
Technologies for Second Language Literacy
Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is …
Technology and Literacy
For centuries, scholars and governments have both decried the introduction of new technology as a destroyer of societal values and promoted it as responsible for civilization advances. Taking a diachronic perspective on literacy‐related technologies, this entry demonstrates that such technologies are grounded in the ideologies of their contexts of use.
Philosophy (5 works) · Linguistics (4 works) · Communication (3 works) · Computer Science (3 works) · Digital Communication and Language (3 works) · EFL/ESL Teaching and Learning (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Conversation (2 works)