This link has been bookmarked by 93 people . It was first bookmarked on 11 Oct 2006, by Will Thomas.
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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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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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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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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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(I have found that among students, even though this is the tech-savvy generation, less that one in ten have used RSS.
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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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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.
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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
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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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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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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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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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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 -
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. - 4 more annotations...
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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. -
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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20 Dec 07
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Simon PowerTechnology of Reading and Writing in the Digital Space
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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 -
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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 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
information). -
So here is one of my big pedagogical and theoretical claims: 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.
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29 Jan 07
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17 Jan 07
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10 Jan 07
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24 Dec 06
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08 Dec 06
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For me, one of my central pedagogical goals is always to teach students to
critically engage media. 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. 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. If one simply transfers the "book-way"
of writing onto the digital space, students have learned little that they could
not have gained from more traditional writing assignments. -
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. - 11 more annotations...
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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. -
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. Professors can require that students read each
others' blogs and comment, but this usually results in just a few of the blogs
being well trafficked and commented on -
By using RSS, you can syndicate all of the students blogs; every student in the
class will get the class “newspaper” with headlines and synopsis of each
student's writing, allowing them to scan all of the posts at once, and then
decide which ones are most relevant, and select them for close reading.
Furthermore, 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. -
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. -
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.) -
In order to be successful authors in this space, students need to 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 -
Not only does this mean I have my own personal newspaper, but I have one that I
can easily share with others. -
Having a robust RSS reader enables all of the student posts to be delivered to
your reader, instead of requiring that you visit each individual blog. This
makes it much easier to asses student work, and, perhaps more importantly, much
easier to comment on and provide feedback about students' blogs. -
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. -
Teaching students to write blogs without at least providing the idea behind RSS
is like teaching them to write papers on word processors, but never showing them
how to use spell check, find and replace, italics or any of the formatting tools -
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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05 Nov 06
Sarah PuglisiFor me, one of my central pedagogical goals is always to teach students to critically engage media. 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 tak
Resources Teaching Web2.0 blogs classroom edublogs education learning literacy reading reference rss school tools writing
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01 Nov 06
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27 Oct 06
Tom HemingwayI 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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22 Oct 06
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20 Oct 06
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19 Oct 06
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15 Oct 06
Anders Grohn2006-10-15 Att läsa!
rss information information_overload learning teaching writing education
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Howard RheingoldTo 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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14 Oct 06
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13 Oct 06
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11 Oct 06
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10 Oct 06
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H. HampsonWhile 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 space
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