This link has been bookmarked by 161 people . It was first bookmarked on 11 Oct 2006, by Will Thomas.
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10 Sep 13
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Although in the past fews years there has been a marked growth in the number of higher education classrooms that utilize an on-line writing component, adapting the teaching of writing to digital spaces has met with resistance on the part of both students and professors.
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We need to begin by framing the approach in a new way to contextualize writing better, and, more importantly, to make classroom blogging (and even more broadly writing in digital spaces) more productive for the students and professors. In particular, I want to show how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
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While there are many hurdles to address in navigating technological changes in writing practices, I would like to suggest that part of the problem has been a lack of understanding about the ways that information is disseminated and archived in these spaces. We need to begin by framing the approach in a new way to contextualize writing better, and, more importantly, to make classroom blogging (and even more broadly writing in digital spaces) more productive for the students and professors
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In particular, I want to show how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
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Although in the past several years RSS use has expanded to include content from almost any type of website, its initial growth in usage can be traced to blogs (weblogs).
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And although RSS has so many uses beyond blogs, RSS can greatly enhance classroom blogging both in the pedagogical and the practical realms.
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One of the most significant concerns about using blogs in the classroom is that students often feel as if they are doing the same writing, just placing it on the web.
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To state the obvious, writing for the internet, and specifically writing for blogs, is informed by a different context than the paper writing we ask of students for class.
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To require students to write papers and then post them to a blog or website misses the point. In fact, this often results in frustrated students, because understandably they fail to see the relevance of such writing.
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20 Aug 13
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05 Jul 13
Maria Dolores Gonzalez CruzThe Technology of Reading and Writing in the Digital Space: Why RSS is crucial for a Blogging Classroom
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Abstract
Although in the past fews years there has been a marked growth in the number of higher education classrooms that utilize an on-line writing component, adapting the teaching of writing to digital spaces has met with resistance on the part of both students and professors. While there are many hurdles to address in navigating technological changes in writing practices, I would like to suggest that part of the problem has been a lack of understanding about the ways that information is disseminated and archived in these spaces. We need to begin by framing the approach in a new way to contextualize writing better, and, more importantly, to make classroom blogging (and even more broadly writing in digital spaces) more productive for the students and professors. In particular, I want to show how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
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10 Jun 13
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21 Feb 13
anilsarwalThe Technology of Reading and Writing in the Digital Space: Why RSS is crucial for a Blogging Classroom
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10 Nov 12
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23 Oct 12
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05 Sep 12
Janae CherrySummary: Within the last fee years, more education classrooms are utilizing the important of writing using digital mediums. It is important for students to engage critically in media.
DW: the idea that the Web has changed from a reading space to a read-write space. -
22 Apr 12
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15 Apr 12
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11 Apr 12
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The speed of reading in the age of the digital has changed, and we need to help students navigate this. Being able to “surf” around countless webpages, scanning information, might be a good practice for cursory knowledge acquisition, but it does not lend itself to in-depth reading. In fact, I would argue that these are almost two separate mental practices. And it is important to teach students to distinguish between these two. Reading on the internet requires two separate skills: one, the quick analysis to find what is worth reading, and the second, a switch to slow analysis to carefully consider what has been found. What RSS does is allow students to make this distinction, to receive content as "bits" easy to scan, and then to select what they want to read. In a library, notice how these two operations are separated by the act of walking to the stacks and checking out the books. You first scan the
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hat I tell students to do is actually make a mental separation between tagging items to be read, and then reading items. I even go as so far as to suggest that they take a break between these two processes. And learning to use RSS (along with tabbed browsing) greatly aids this type of reading practice.
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at the most successful blogs to understand the extent to which the ability to cite and link to sources is crucial for garnering an audience. By learning to use RSS, students can cull from a large number of resources to provide this citationality
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18 Nov 11
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Although in the past fews years there has been a marked growth in the number of higher education classrooms that utilize an on-line writing component, adapting the teaching of writing to digital spaces has met with resistance on the part of both students and professors. While there are many hurdles to address in navigating technological changes in writing practices, I would like to suggest that part of the problem has been a lack of understanding about the ways that information is disseminated and archived in these spaces. We need to begin by framing the approach in a new way to contextualize writing better, and, more importantly, to make classroom blogging (and even more broadly writing in digital spaces) more productive for the students and professors. In particular, I want to show how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
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13 Nov 11
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05 Nov 11
fatima ababneh
The Technology of Reading and Writing in the Digital Space: Why RSS is crucial for a Blogging Classroom
David Parry, University of Albany -
03 Nov 11
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30 Sep 11
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but especially projects which involve blogging. Thus, while I would ultimately argue that a successful digital writing classroom would actively employ RSS technology, requiring students to employ feed readers, teaching students to read and write in a way informed by this technology, at minimal instructors and students should be aware of how this technology frames the context of writing in the age of the digital.
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26 May 11
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03 Apr 11
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01 Apr 11
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What RSS does is “syndicate” all of the content you want, and send you everything you have asked for. (RSS stands for either “Rich Site Summary,“ or ”Really Simple Syndication.“) Any site you have seen with the following
is offering these summaries, or syndication; all you have to do is subscribe. -
What RSS
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To write “well” in this space students need to learn not only how to cite and link, but indeed to package their writings in a different way. RSS helps accomplish this goal.
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RSS helps to give students control over content on the web, reducing time spent navigating from site to site to see what has changed, and instead allowing them to receive updates about the content they are interested in tracking or material that is relevant t
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o class.
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But more important than staying up to date on information is the ability RSS provides to sort what one wants to read from what is not of interest, not only in terms of selecting to receive only certain feeds, but also as a matter of reading only in detail
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a few of the feeds you receive: sorting again the information you receive, separating what is not of interest from that which is (an invaluable skill for students who will increasingly rely on digital
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information)
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Reading on the internet requires two separate skills: one, the quick analysis to find what is worth reading, and the second, a switch to slow analysis to carefully consider what has been found. What RSS does is allow students to make this
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distinction, to receive
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content
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as "bits" easy to scan
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and then to select what they want to read.
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Rather than simply referring to an article, students need to author documents that link to that article, and link to those articles in a way that enhances their writing.
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RSS is a critical tool for becoming an active reader of digitally archived knowledge.
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11 Mar 11
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07 Feb 11
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This allows you to monitor all of the content that you select from the web without having to visit all of the sites
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To write “well” in this space students need to learn not only how to cite and link, but indeed to package their writings in a different way.
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to sort what one wants to read from what is not of interest
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quick analysis to find what is worth reading
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a switch to slow analysis to carefully consider what has been found
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because feeds are remarkably easy to transmit and record they are also easy to bundle and share with other users
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06 Feb 11
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his allows you to monitor all of the content that you select from the web without having to visit all of the sites. What RSS does is “syndicate” all of the content you want, and send you everything you have asked for.
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04 Aug 10
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31 May 10
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29 May 10
Alan LevineAlthough in the past fews years there has been a marked growth in the number of higher education classrooms that utilize an on-line writing component, adapting the teaching of writing to digital spaces has met with resistance on the part of both students
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25 Dec 09
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Reading on the internet requires two separate skills: one, the quick analysis to find what is worth reading, and the second, a switch to slow analysis to carefully consider what has been found.
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make a mental separation between tagging items to be read, and then reading items. I
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One only has to look at the most successful blogs to understand the extent to which the ability to cite and link to sources is crucial for garnering an audienc
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This means that the end reader will probably not see the full story, or all of the framing effects of the blog, but often just a headline, summary text, and perhaps a picture, unless they choose to view said blog post.
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Indeed, the concept of a “site feed” has already changed reading and writing practices on the web in multiple ways
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13 Oct 09
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01 Sep 09
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10 Aug 09
keithatworkblog post on the use of rss in online writing for students
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kwebster543blog post on the use of rss in online writing for students
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05 Aug 09
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When I show students what RSS can do, how it can help them to navigate the internet, it almost always results in a two-stage reaction. First, awe and wonder as to why no one ever showed them this before. Second, a new found interest in reading digital information. (I suspect the second is a direct result of feeling less overwhelmed by content.)
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04 Aug 09
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26 Jul 09
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11 Jul 09
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15 Jun 09
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14 Jun 09
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27 Mar 09
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17 Mar 09
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25 Feb 09
Lynne JonesI want to show how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
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30 Jan 09
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13 Jan 09
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28 Dec 08
Karen LaBonteExcellent articles about blogging & pedagogical background. Also, specific tutorials about setting up & managing blogs.
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04 Nov 08
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06 Oct 08
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26 Aug 08
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24 Jul 08
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23 Jul 08
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e of my central pedagogical goals is always to teach students to critically engage media.
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he speed of reading in the age of the digital has changed, and we need to help students navigate this.
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By learning to use RSS, students can cull from a large number of resources to provide this citationality. Furthermore, many RSS readers allow users to simply load the current article, or a portion of it, into their current writing and append their comments. This type of citation and appending comments to citation is crucial to becoming critically engaged readers and writers. Writing content for digital presentation is increasingly becoming dependent on understanding the tools, and one of these crucial tools is RSS.
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Again, this will help students to realize how writing for the web is a matter of continuos conversation
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22 Jul 08
suha tamimblogs
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02 Jul 08
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15 Jun 08
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12 Jun 08
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To state the obvious, writing for the internet, and specifically writing for blogs, is informed by a different context than the paper writing we ask of students for class.
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RSS is actually surprisingly easy to set up for your classes, as most blogs automatically produce a feed, and once you learn how this works it is usually a matter of just clicking on a link, or copying and pasting a url. Additionally, as I mentioned above, you can export a document of all the feeds to a student group, making it easy for them to sign up for each other's blogs or web sites you want them to read in relation to the classroom work.
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The amount of information on the web is overwhelming to say the least.
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Writing in the age of the digital is no longer a matter of being the absolute genius creator who gives birth to an idea and writes it all down for the world to see (as if it ever was); managing context on the web for writers has become a significantly different task. To write “well” in this space students need to learn not only how to cite and link, but indeed to package their writings in a different way. RSS helps accomplish this goal.
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One of the most significant concerns about using blogs in the classroom is that students often feel as if they are doing the same writing, just placing it on the web.
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One of the most significant concerns about using blogs in the classroom is that students often feel as if they are doing the same writing, just placing it on the web.
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One of the most significant concerns about using blogs in the classroom is that students often feel as if they are doing the same writing, just placing it on the web.
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To state the obvious, writing for the internet, and specifically writing for blogs, is informed by a different context than the paper writing we ask of students for class.
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Second, one of the most frequent complaints of students who have been required to blog for class is that they feel as if what they are writing does not get read by anyone except the instructor.
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RSS can facilitate commenting, as most blogs will allow you to syndicate the comments to a specific post, so that students can post to a blog and continue to follow up on the comment thread. Again, this will help students to realize how writing for the web is a matter of continuos conversation rather than static paper design.
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One of the most significant concerns about using blogs in the classroom is that students often feel as if they are doing the same writing, just placing it on the web.
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16 May 08
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22 Apr 08
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30 Mar 08
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28 Mar 08
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26 Mar 08
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24 Mar 08
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22 Mar 08
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20 Mar 08
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17 Mar 08
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03 Mar 08
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29 Feb 08
Barbara LindseyShows how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
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26 Feb 08
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greatly enhance classroom blogging both in the pedagogical and the practical realms.
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Imagine that you could have a newspaper delivered to your house that had only the content you wanted >.
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any website you want
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web content in recent years has changed, most significantly with regard to the increase in wikis, blogs, social sites, and even the speed at which traditional sites now get updated.
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o write “well” in this space students need to learn not only how to cite and link, but indeed to package their writings in a different way. RSS helps accomplish this goal.
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RSS helps to give students control over content on the web, reducing time spent navigating from site to site to see what has changed, and instead allowing them to receive updates about the content they are interested in tracking or material that is relevant to class. >
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sorting again the information you receive, separating what is not of interest from that which is (an invaluable skill for students who will increasingly rely on digital information)
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able to “surf” around countless webpages, scanning information, might be a good practice for cursory knowledge acquisition, but it does not lend itself to in-depth reading. In fact, I would argue that these are almost two separate mental practices. > An
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o teach students to distinguish between
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I can give another user a document of all the feeds to which I subscribe, and another user can import that document (usually no more than a few clicks) into their reader and instantly see, read, and modify the feeds to which I subscribe.
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RSS can greatly enhance classroom blogging
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reading space to a read-write space
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Being able to “surf” around countless webpages, scanning information, might be a good practice for cursory knowledge acquisition, but it does not lend itself to in-depth reading. In fact, I would argue that these are almost two separate mental practices.
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As such, I feel it is important to teach students how to become critical navigators in the digital spaces where a majority of their information will be taken in.
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What a good feed reader does is allow you to quickly scan the headlines, mark the ones you want to read, toss out the ones you don't, and return either immediately, or at a later more convenient time, to carefully read the ones you have selected.
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Reading on the internet requires two separate skills: one, the quick analysis to find what is worth reading, and the second, a switch to slow analysis to carefully consider what has been found
-
-
-
And for me, this is one of the reasons that blogging in the classroom can serve an important pedagogical role that writing in paper format alone cannot accomplish.
-
-
-
We need to begin by framing the approach in a new way to contextualize writing better, and, more importantly, to make classroom blogging (and even more broadly writing in digital spaces) more productive for the students and professors.
-
how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.
-
explain it by analogy to a newspaper. Imagine that you could have a newspaper delivered to your house that had only the content you wanted
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(RSS stands for either “Rich Site Summary,“ or ”Really Simple Syndication.“)
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in the digital medium, writing often produces technological frustrations which, if not offset by other gains, leads to negative experiences for the students.
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RSS helps to give students control over content on the web, reducing time spent navigating from site to site to see what has changed, and instead allowing them to receive updates about the content they are interested in tracking or material that is relevant to class.
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What a good feed reader does is allow you to quickly scan the headlines, mark the ones you want to read, toss out the ones you don't, and return either immediately, or at a later more convenient time, to carefully read the ones you have selected.
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make a mental separation between tagging items to be read, and then reading items.
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productive classroom blog projects focus on teaching students how writing for the internet requires a different type of authorship
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writing in the age of the digital is, as I indicated above, far more a matter of becoming a networked author, of writing a networked book.
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complaints of students who have been required to blog for class is that they feel as if what they are writing does not get read by anyone except the instructor.
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digital content is increasingly syndicated. Thus, writing without an awareness of how your writing may be syndicated can lead to addressing your audience in an ineffective way
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advertisers have had to rethink web-based presentations.
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lack of understanding about the ways that information is disseminated and archived in these spaces.
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construct content that takes advantage of the iterability and citationality that the web offers. Rather than simply referring to an article, students need to author documents that link to that article, and link to those articles in a way that enhances their writing.
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22 Feb 08
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10 Feb 08
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01 Feb 08
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13 Jan 08
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04 Jan 08
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And for me, this is one of the reasons that blogging in the classroom can serve an important pedagogical role that writing in paper format alone cannot accomplish
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RSS helps to give students control over content on the web, reducing time spent navigating from site to site to see what has changed, and instead allowing them to receive updates about the content they are interested in tracking or material that is relevant to class.
-
The speed of reading in the age of the digital has changed, and we need to help students navigate this. Being able to “surf” around countless webpages, scanning information, might be a good practice for cursory knowledge acquisition, but it does not lend itself to in-depth reading.
-
Reading on the internet requires two separate skills: one, the quick analysis to find what is worth reading, and the second, a switch to slow analysis to carefully consider what has been found.
-
What I tell students to do is actually make a mental separation between tagging items to be read, and then reading items.
-
One only has to look at the most successful blogs to understand the extent to which the ability to cite and link to sources is crucial for garnering an audience.
-
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19 Dec 07
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03 Dec 07
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23 Nov 07
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17 Nov 07
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18 Oct 07
Simon PowerTechnology of Reading and Writing in the Digital Space
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17 Sep 07
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06 Sep 07
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19 Jul 07
Elizabeth Bagish
RSS helps to give students control over content on the web, reducing time spent navigating from site to site to see what has changed, and instead allowing them to receive updates about the content they are interested in tracking or material that is rele -
12 Jun 07
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11 Jun 07
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09 Jun 07
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08 May 07
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15 Apr 07
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