Improvable objects and attached dialogue: New literacy practices employed by learners to build knowledge together in asynchronous settings

Rebecca Ferguson, Karen Littleton & Denise Whitlock
Published Online: May 31, 2010
Abstract | References | Full Text: HTML, PDF (860 KB)

References

Baker, M., Hansen, T., Joiner, R., & Traum, D. (1999). The role of grounding in collaborative learning tasks. In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches (pp. 31-63). Oxford: Pergamon.

Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.

Chester, A., & Gwynne, G. (1998). Online teaching: encouraging collaboration through anonymity. JCMC, 4(2).

Coffin, C., North, S., & Martin, D. (2009). Exchanging and countering points of view: a linguistic perspective on school students’ use of electronic conferencing. Journal of Computer Assisted Learning, 25(1), 85-98.

Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? ALT-J, 12(2), 113-124.

Drummond, K., & Hopper, R. (1993). Back channels revisited: acknowledgment tokens and speakership incipiency. Research on Language and Social Interaction, 26(2), 157-177.

Edwards, D., & Mercer, N. (1989). Common Knowledge: The Development of Understanding in the Classroom. London: Routledge.

Ferguson, R. (2009). The Construction of Shared Knowledge through Asynchronous Dialogue. Unpublished PhD, The Open University, Milton Keynes.

Garrison, D. R., & Anderson, T. (Eds.). (2003). E-learning in the 21st Century: A Framework for Research and Practice. London and New York: RoutledgeFalmer.

Gibson, J. J. (1986). The Ecological Approach to Visual Perception. London and Hillsdale, New Jersey: Lawrence Erlbaum Associates. (Original work published 1979).

Harasim, L. M. (1990). Online education: an environment for collaboration and intellectual amplification. In L. M. Harasim (Ed.), Online Education: Perspectives on a New Environment (pp. 39-63). New York, London: Praeger.

Jones, C., Cook, J., Jones, A., & De Laat, M. (2007). Collaboration. In G. Conole & M. Oliver (Eds.), Contemporary Perspectives in E-learning Research (pp. 174-189). London: Routledge.

Kaye, A. (1989). Computer-mediated communication and distance education. In R. Mason & A. Kaye (Eds.), Mindweave; Communication, Computers and Distance Education (pp. 3-21). Oxford: Pergamon Press.

Knobel, M., & Lankshear, C. (Eds.). (2007). A New Literacies Sampler. Oxford: Peter Lang.

Kress, G., & van Leeuwen, T. (1990). Reading Images. Melbourne, Victoria: Deakin University Press.

Kress, G., & van Leeuwen, T. (2006). Reading Images (Second ed.). London: Routledge.

Lankshear, C., & Knobel, M. (Eds.). (2008). Digital Literacies: Concepts, Policies and Practices. Oxford: Peter Lang.

Lapadat, J. C. (2002). Written interaction: a key component in online learning. Retrieved 5 January, 2009: http://jcmc.indiana.edu/vol7/issue4/lapadat.html

Littleton, K., & Whitelock, D. (2005). The negotiation and co-construction of meaning and understanding within a postgraduate online learning community. Learning, Media and Technology, 30(2), 147-164.

Mercer, N. (2000). Words & Minds. London: Routledge.

Mercer, N. (2002). Developing dialogues. In G. Wells & G. Claxton (Eds.), Learning for Life in the 21st Century (pp. 141-153). Oxford: Blackwell Publishers.

Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking. London and New York: Routledge.

Mercer, N., Littleton, K., & Wegerif, R. (2004). Methods for studying the processes of interaction and collaborative activity in computer-based educational activities. Technology, Pedagogy and Education, 13(2), 195-212.

Mercer, N., & Wegerif, R. (1999). Is ‘exploratory talk’ productive talk? In P. Light & K. Littleton (Eds.), Learning with Computers: Analysing Productive Interaction (pp. 79-101). London and New York: Routledge.

Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95-111.

Nipper, S. (1989). Third generation distance learning and computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave (pp. 63-73). Oxford: Pergamon Press.

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.

van Leeuwen, T., & Jewitt, C. (2001). Handbook of Visual Analysis. London: Sage.

Vygotsky, L. S. (1987). Thinking and speech (N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The Collected Works of L S Vygotsky (Vol. 1, pp. 39-288). New York: Plenum Press. (Original work published 1934; original work written 1929-1934).

Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction. Communication Research, 19(1), 52-90.

Walther, J. B. (1996). Computer-mediated communication: impersonal, interpersonal and hyperpersonal interaction. Communication Research, 23(1), 3-43.

Wegerif, R. (1996). Using computers to help coach exploratory talk across the curriculum. Computers & Education, 26(1-3), 51-60.

Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34-49.

Wegerif, R., & Mercer, N. (1996). Computers and reasoning through talk in the classroom. Language and Education, 10(1), 47-64.

Wells, G. (1999). Dialogic Inquiry: Toward a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press.

Whitty, M., & Gavin, J. (2001). Age / sex / location: uncovering the social cues in the development of online relationships. Cyberpsychology and Behavior, 4(5), 623-630.

Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139-152.

Biographical Statement

Rebecca Ferguson is currently a research fellow studying and developing the use of social learning at The Open University in the UK. Her overarching research interest is in how people learn together online, making use of different tools and literacies. This has included investigation of learning in online conferences, in virtual worlds, through blogs and through the use of other social media.

Email: r.m.ferguson@open.ac.uk


Comments are closed.


Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com

 

Follow us on Twitter at @DigitalCultureE


The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

Read more


Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com