Web 2.0 and Emergent Multiliteracies
Bibliographic Data
| ID | 4254772 |
|---|---|
| Authors | Bryan Alexander (0000-0002-0051-8032, corresponding author) |
| Year | 2008 |
| Volume | 47 |
| Issue | 2 |
| Pages | 150-160 |
| Publication date | 2008-04-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840801992371 |
| OpenAlex | W1998506792 |
| Language | EN |
| Citations received | 7 |
| References cited | 3 |
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
Context (archaeology · Educational technology · Internet privacy · Multimedia · Pedagogy · Sociology · Space (punctuation) · Visual arts · World Wide Web · Architecture · Computer Science · Digital Games and Media · Literacy, Media, and Education · Wikis in Education and Collaboration
Generational differences in content generation in social media
Empowering Learners in the Reader/Writer Nature of the Digital Informational Space
Children’s pedagogic rights in the web 2.0 era
User-generated content on the internet
From Solid to Liquid
The Place of CLIL in (Bilingual) Education
Literacy in Theory and Practice
| Citations per year | 0.41 |
|---|---|
| Citation span | 2009 - 2018 (10) |
| Highly cited | No |