Supporting Dialogic Literacy Through Mashing and Modding of Places and Spaces

Abstract

Technology-dependent teaching strategies can exploit the currently underused capacities of mediarich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners' opportunities to coconstruct ideas/knowledge and ways in which they can add their own interpretations in to Web 2.0 tolls that enable modding of existing products and collations of multimodal information from multiple sources thorugh mashing.

Notes

¹In Bruns and Jacobs (2006) terminology, produsers “are users of collaborative environments who engage with content interchangeably in consumptive and productive modes: they carry out produsage” (p. 5).

² Interactive Whiteboards are special whiteboards linked to a computer and a video projector so that interaction with computer software can also occur using touch contacts on the screen. Its main advantage is the links to resources and preorganized digital resources.

³ For examples, see the interactive whiteboard research site at http://www.keele.ac.uk/depts/ed/iaw/