Electronic literacies: language, culture, and power in online education

By Wang Wei. 2000

364 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/09c27f792cb376c0de6528eb9fb90e3855b49dc6

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In Literature and Literary Theory

Citations in the corpus

Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies (2008, background): “These include feminist perspectives (Hawisher & Selfe, 1999), perspectives that draw from postmodernist interpretations of popular culture (Alvermann, Moon, & Hagood, 1999), or perspectives that come from work in cultural transformations (Warschauer, 1999).”
Challenges to learning and schooling in the digital networked world of the 21st century (2013, background): “Important perspectives on this broader cultural issue can be found in the literature about the changing features of literacy in our culture (Kubey, 1997; Lankshear, 1997; Warschauer, 1999).”
An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction (2008, background): “Since language learning is, essentially, a social activity (see Norbrook & Scott, 2003, Warschauer, 1999), lack of such interaction may be seen as disadvantaging learners participating in courses distributing learning materials via the regular mail service.”
The development of e-mail literacy: From writing to peers to writing to authority figures (2006, background): “In Zhang’s study (1995a) of strategies in Chinese requesting, he found that Chinese native speakers did not find Want Statements and Query Preparatory used in the Chinese language different in terms of indirectness or politeness.”
Ethnomathematics: the cultural aspects of mathematics Etnomatemática: os aspectos culturais da matemática (2011, background): “Warschauer (1999) affirmed that the use ethnomathematics in the school curricula is an effective tool that improves the learning of mathematics by minority students.”
Language learning through social networks: Perceptions and reality (2016, background): “Learners in online environments may experience less stress than traditional learners, because they have more time to review their output before sending it to native speakers (Warschauer, 1999).”
The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. (2009, background): “Technology researchers like Kramsch and Thorne (2002), Lam (2000), Thorne (2003), and Warschauer (1999) have pointed out that learning through technology depends critically on learners’ access to and use of technology, factors controlled by circumstances that may be only partly under the learner’s…”
Collaborative writing: fostering foreign language and writing conventions development (2010, background): “Language Learning & Technology 53 Technology in Foreign Language Writing Contemporary media and communication technologies are radically redefining our understanding of literacy (Warschauer, 1999) since their use “involves multifaceted skills and competencies, forcing us to reconceive the nature of ”
Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory (2003, background): “This is consistent with a growing interest among researchers in characterizing thinking and learning as situated in a larger context created by the dynamics of content, interpersonal interactions, cultural norms, and so on (e.g., Hutchins, 1995; Lave, 1988; Warschauer, 2000).”
Feedback on second language students' writing (2006, background): “Of greatest importance, however, is that these technological tools are likely to offer their greatest benefits when they are integrated into the curriculum and closely matched to instructional purposes (K. Hyland 1993; Phinney & Khouri 1993; Greenleaf 1994; Warschauer 1999).”
New skills for new classrooms: Training tutors to teach languages online (2005, background): “While students’ skills have been researched in more detail (see Erben, 1999; Warschauer, 1999), there is less knowledge about the skills that tutors need.”
The Cambridge Guide to Teaching English to Speakers of Other Languages: List of abbreviations (2001, background): “Those implementing computerassisted conversation emphasised the linguistic benefits which could be achieved from rapid written interaction, such as better opportunities to process and try out new lexical or syntactic patterns as compared to oral interaction (e.g. Ortega 1997; Warschauer 1999).”
Culturally relevant pedagogy : an ethnomathematical approach. (2010, background): “Some studies (Hankes, 1998; Hale-Benson, 1994, Warschauer, 1999) demonstrated that the use ethnomathematics in the school curricula is an effective tool that contributes to improve the learning of mathematics of minority students.”
The Difference a Global Educator Can Make. (2002, background): “Students' cross-cultural experiences should be long-term or ongoing instead of merely superficial experiences that do not allow sufficient time to build relationships (Archer, 1991; Bennett, 1993; Warschauer, 1999).”
New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes (2010, background): “…to new technologies, whether at home or at school, is critical to the development of symbolic analysts, but how such technologies are put to use is even more important, with a high premium placed on abstraction, system thinking, experimentation, and collaboration (Reich, 1991; Warschauer, 1999).”