Clive Thompson on the New Literacy - The Diigo Meta page

• 21 Dec 09
  

  Kim McCollum-Clark

  new literacy

• 23 Nov 09
  

  James O'Hagan

  education writing web2.0

  • L

    unsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions.
  • unsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions.
• 15 Nov 09
  

  Sam Grumont
• 06 Nov 09
  

  brian edgar

  "Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.
  
  "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says.
  4
  For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions."

• 02 Nov 09
  

  Marion Walton

  literacy writing web2.0 digitalliteracy

• 30 Oct 09
  

  Teresa Dunat-Banks

  An interesting article that has sparked much controversy and discussion.

  writing literacy education technology

• 26 Oct 09
  

  Tracey Allan

  Get Wired's take on technology business news and the Silicon Valley scene including IT, media, mobility, broadband, video, design, security, software, networking and internet startups on Wired.com

  diigo

• 24 Oct 09
  

  Ray W.
• 22 Oct 09
  

  Daniel King

  literacy students teaching technology writing

• 20 Oct 09
  

  Theodore White

  Clive Thompson on the New Literacy

  literacy writing technology education web2.0 digitalliteracy teaching students

• 

  Mariah Doman

  Clive Thompson on the New Literacy

  literacy education technology teaching

• 

  Tyrel Crawford

  Clive Thompson on the New Literacy

  education technology web2.0 literacy

• 

  demetrius brown

  Clive Thompson on the New Literacy

  education teaching teachers resources

• 19 Oct 09
  

  Jodi Tate

  Clive Thompson on the New Literacy

  literacy writing education

• 

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  Clive Thompson on the New Literacy

  literacy writing education technology digitalliteracy teaching

• 

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  Clive Thompson on the New Literacy

  teaching education technology literacy

• 

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  literacy writing education technology

• 

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• 

  jinai hardwick-moore

  untitled

• 

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  Clive Thompson on the New Literacy

  education technology teaching literacy

• 

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  Clive Thompson on the New Literacy

  literacy writing technology web2.0 digitalliteracy

• 

  errol barnaby

  THE LIBERTY BELL CENTER FACTS

  literacy writing technology web2.0 digitalliteracy

• 

  Claude Smith

  Clive Thompson on the New Literacy

  literacy writing education web2.0 digitalliteracy

• 

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  Clive Thompson on the New Literacy

  literacy education writing students

• 

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  Clive Thompson on the New Literacy

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  Clive Thompson on the New Literacy

  literacy writing education technology web2.0 digitalliteracy teaching students

• 

  melvin burton

  Get Wired's take on technology business news and the Silicon Valley scene including IT, media, mobility, broadband, video, design, security, software, networking and internet startups on Wired.com

  diigo

• 

  lisa johnson

  Clive Thompson on the New Literacy

• 16 Oct 09
  

  Juan Matos
  • What today's young people know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.

    • 

      Juan Matos on 2009-10-16

      And there you have it...
• 

  Brigitte Widmer
• 

  Juan Sanquintin
  • Of course, good teaching is always going to be crucial, as is the mastering of
    formal academic prose.
• 

  matt gamache
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

    • 

      matt gamache on 2009-10-16

      So like the colmado across the street, the volume is up and my ear plugs are in...diido is like the ear plugs in my pocket at all times now that i live in the DR.
  • That's because so much socializing takes place online

    • 

      matt gamache on 2009-10-16

      i just added an online stickey note..........and the stickey note is note lost under the stack of papers on my desk.
• 

  Cliford Antoine
  • 

    • 

      Cliford Antoine on 2009-10-16

      so great to learn about diigo
  • even if it's over something as quotidian as what movie to go see. The Stanford
    students were almost always less enthusiastic about their in-class writing
    because it had no audience but the professor: It didn't serve any purpose other
    than to get them a grade.
• 

  Janet Ross
  • The
    first thing she found is that
    
    
    
  • The
    
    first
    thing she found is that
    
    
    
    

    young people today write far more than any
    generation before them
    .
  • 5 more annotations...
  • • literacy revolution
    • pushing our literacy in bold new directions
    • young people today write far more than any generation before them
    • young people today write far more than any generation before them
    • generation before the
• 

  Kim Culligan
  • As the school year begins, be ready to hear pundits fretting
    once again about how kids today can't write—and technology is to blame. Facebook
    encourages narcissistic blabbering, video and PowerPoint have replaced carefully
    crafted essays, and texting has dehydrated language into "bleak, bald, sad
    shorthand" (as University
    College of London English professor John Sutherland has moaned). An age of
    illiteracy is at hand,

    • 

      Kim Culligan on 2009-10-16

      diigo is awesome

  • right?

    
    

    Andrea Lunsford isn't so
    sure. Lunsford is a professor of writing and rhetoric at Stanford University,
    where she has organized a mammoth project called the Stanford Study of Writing to scrutinize
    college students' prose. From 2001 to 2006, she collected 14,672 student writing
    samples—everything from in-class assignments, formal essays, and journal entries
    to emails, blog posts, and chat sessions. Her conclusions are stirring.

• 

  princesa cid
  • 
    

    

    
    

    Illustration: Mads Berg

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    <!--
    pageType= magazinewide
    slug= st_thompson
    section= techbiz
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    headline= Clive Thompson on the New Literacy
    authorName= Clive Thompson
    creditType= illustration
    credit= Mads Berg
    -->
    

    As the school year begins, be ready to hear pundits fretting
    once again about how kids today can't write—and technology is to blame. Facebook
    encourages narcissistic

  • 
    

    Andrea Lunsford isn't so
    sure. Lunsford is a professor of writing and rhetoric at Stanford University,
    where she has organized a mammoth project called the Stanford Study of Writing to scrutinize
    college students' prose. From 2001 to 2006, she collected 14,672 student writing
    samples—everything from in-class assignments, formal essays, and journal entries
    to emails, blog posts, and chat sessions. Her

  • 2 more annotations...
  • • We think of writing as either good or bad. What today's young people know is
      that knowing who you're writing for and
• 

  Gladys Rijo
  • where she has organized a mammoth project called the Stanford Study of Writing to scrutinize
    college
  • Of course, good teaching is always going to be crucial, as is the mastering of
    formal academic prose. But it's also becoming clear that online media are
    pushing literacy into cool directions. The brevity of texting and status
    updating teaches young people to deploy haiku-like concision. At the same time,
    the proliferation of new forms of online pop-cultural exegesis—from sprawling
• 

  Abner Benjamin
  • As the school year begins, be ready to hear pundits fretting
    once again about how kids today can't write—and technology is to blame. Facebook
    encourages narcissistic blabbering, video and PowerPoint have replaced carefully
    crafted essays, and texting has dehydrated language into "bleak, bald, sad
    shorthand"
  • isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford
    University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize
    college students' prose. From 2001 to 2006, she collected 14,672 student writing
    samples—everything from in-class assignments, formal essays, and journal entries
    to emails, blog posts, and chat sessions. Her conclusions are stirring.
• 

  Darlene Farr

  • 
    

    The first thing she found is that young people today write far more than any
    generation before them. That's because so much socializing takes place online,
    and it almost always involves text. Of all the

  • on a technical level
• 

  Thomas Rompf
  • The first thing she found is that young people today write far more than any
    generation before them. That's because so much socializing takes place online,
    and it almost always involves text. Of all the writing that the Stanford
    students did, a stunning 38 percent of it took place out of the classroom—life
    writing, as Lunsford calls it.

    • 

      Thomas Rompf on 2009-10-16

      Howdy
• 

  Teacher Jazmin
  • Facebook encourages narcissistic blabbering, video and PowerPoint have replaced
    carefully crafted essays, and texting has dehydrated language into "bleak, bald,
    sad shorthand

    • 

      Teacher Jazmin on 2009-10-16

      This is where teachers have a hard work ahead. Those are excellent tools, but with no guidance because we all just criticize and reject them, even blocking them. It's our goal to flip this over.
  • how big a paradigm
• 

  James Daum
• 

  K Liu

  internet literacy

  • she found is that young people today write far more than any generation before
    them. That's because so much socializing takes place online, and it almost
    always involves text. Of all the writing that the Stanford students did, a
• 

  Thomas Campiz

  • 
    
    

    Andrea Lunsford isn't so sure. Lunsford is a professor of writing

  • From 2001 to 2006, she collected 14,672
    student writing samples—everything from
    
    in-class
    assignments, formal essays, and journal entries to emails, blog posts,
    
    
    and
    chat sessions. Her conclusions are stirring
  • 6 more annotations...
  • • From 2001 to 2006, she collected 14,672 student writing samples—everything from
      in-class assignments, formal essays, and journal entries to emails, blog posts,
      and chat sessions. Her conclusions are stirring.
    • That's because so much socializing takes
      place online, and it almost always
      
      involves
      text. Of all the writing that the Stanford students did, a stunning 38
      
      
      percent of it took place out of the
      classroom—life writing, as Lunsford calls
      
      it. Those
      Twitter updates and lists of 25 things about yourself add up.
    • That's because so much socializing
      takes
      
      place online, and it almost
      always
      
      
      
      involves
      
      text. Of
      all the writing that the Stanford students did, a stunning 38
      
      
      
      
      percent of it took place out of
      the
      
      classroom—life writing, as Lunsford
      calls
      
      
      
      it. Those
      
      Twitter
      updates and lists of 25 things about yourself add up
    • That's because so much socializing takes place online, and it almost always
      involves text. Of all the writing that the Stanford students did, a stunning 38
      percent of it took place out of the classroom—life writing, as Lunsford calls
      it. Those Twitter updates and lists of 25 things about yourself add up.
    • The Stanford students were almost always less enthusiastic about their in-class
      writing because it had no audience but the professor: It didn't serve any
      purpose other than to get them a grade

      • 

        Thomas Campiz on 2009-10-16

        New learner. This is just a test.
    • The brevity of texting and status updating teaches young people to deploy
      haiku-like concision.
• 15 Oct 09
  

  Courtney Barrs
  • 

    • 

      Courtney Barrs on 2009-10-15

      Now, try this for yourself. Highlight and add a sticky note comment.
  • isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford
    University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize
    college students' prose. From 2001 to 2006, she collected 14,672 student writing
    samples—everything from in-class assignments, formal essays, and journal entries
    to emails, blog posts, and chat sessions. Her conclusions are stirring.
• 14 Oct 09
  

  Chris Pultz

  "As the school year begins, be ready to hear pundits fretting once again about how kids today can't write—and technology is to blame. Facebook encourages narcissistic blabbering, video and PowerPoint have replaced carefully crafted essays, and texting has dehydrated language into "bleak, bald, sad shorthand" (as University College of London English professor John Sutherland has moaned). An age of illiteracy is at hand, right?"

  literacy writing education technology digitalliteracy students

• 12 Oct 09
  

  Nasreen Wahid
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says
  • . For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.
  • 7 more annotations...
  • • The first thing she found is that young people today write far more than any generation before them.
    • That's because so much socializing takes place online, and it almost always involves text. Of all the writing that the Stanford students did, a stunning 38 percent of it took place out of the classroom
    • Before the Internet came along, most Americans never wrote anything, ever, that wasn't a school assignment. Unless they got a job that required producing text (like in law, advertising, or media), they'd leave school and virtually never construct a paragraph again.
    • were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across
    • The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago.
    • The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing.
    • a chance to write enormously long and complex pieces of prose, often while working collaboratively with others.
• 

  Shirley Miller

  Twenty First Century Learning Focus Group at Hyde

• 06 Oct 09
  

  lynne knaze

  interesting article on what Web 2.0 tools have done for writing- even more interesting is the comments people have posted

  literacy writing web 2.0

• 04 Oct 09
  

  Elizabeth Bagish

  digital_footprints digitalcitizenship socialnetworking talkingpoints

• 

  Larry Kahn

  literacy Lunsford writing web

  • From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.

  • From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.

    
    
    

    "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

  • 1 more annotations...

  • • From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.

      
      
      

      "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

• 26 Sep 09
  

  Peter McDermott

  new literacies

• 24 Sep 09
  

  Mindy Johnson

  literacy writing education technology web2.0 teaching

• 23 Sep 09
  

  Lois Lindell

  NewLiteracy

• 22 Sep 09
  

  Daniel Sadicario

  literacy writing education technology digitalliteracy web2.0 teaching students

• 

  Bryan Kopp

  Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos-assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is connversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago.

  writing technology web2.0 students stanford e-writing

• 

  stafford Gregoire

  twitter

  twitter literacy writing education technology web2.0 digitalliteracy teaching students

• 

  John Travers

  major research project on uni student writing suggests a revolution is happening, increased writing and better quality, Stanford

  writing literacy

• 

  Rick Beach
• 21 Sep 09
  

  hickstro

  literacy writing education technology web2.0 digitalliteracy teaching students

• 

  Richard Hemmer
• 

  Darrel Branson

  literacy network_literacy socialmedia writing research

• 

  Greg Dhuyvetter

  Newliteracy

• 20 Sep 09
  

  Erudite

  literacy writing education technology web2.0 digitalliteracy teaching students

• 

  Bernie Dodge

  research writing web2.0 21stcenturyskills iesgrant

• 

  Elizabeth Best-Laurie

  writing literacy education technology web2.0

• 18 Sep 09
  

  Nils Peterson

  Literacy

  • Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions.
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

    • 

      Nils Peterson on 2009-09-18

      it has to do with audience more than with volume, but volume is up and contexts are richer, which has made audience important
  • 2 more annotations...

  • • Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago.

      
      
      

      The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world.

    • We think of writing as either good or bad. What today's young people know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
• 16 Sep 09
  

  Kathy Gibson

  literacy writing education technology Stanford

• 

  Eric Calvert

  cck09 literacy writing digitalliteracy education technology web2.0

  • Clive Thompson on the New Literacy
  • Facebook encourages narcissistic blabbering, video and PowerPoint have replaced carefully crafted essays, and texting has dehydrated language into "bleak, bald, sad shorthand" (as University College of London English professor John Sutherland has moaned). An age of illiteracy is at hand, right?
  • 9 more annotations...
  • • Andrea Lunsford isn't so sure.
    • From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.
    • The first thing she found is that young people today write far more than any generation before them. That's because so much socializing takes place online, and it almost always involves text. Of all the writing that the Stanford students did, a stunning 38 percent of it took place out of the classroom—life writing, as Lunsford calls it.
    • But is this explosion of prose good, on a technical level? Yes. Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago.
    • The fact that students today almost always write for an audience
    • gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
    • The Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn't serve any purpose other than to get them a grade.
    • As for those texting short-forms and smileys defiling serious academic writing? Another myth. When Lunsford examined the work of first-year students, she didn't find a single example of texting speak in an academic paper.
    • We think of writing as either good or bad. What today's young people know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
• 

  Lisa Menges

  Literacy Technology Writing Texting
• 15 Sep 09
  

  Robin Cicchetti

  Increased writing and need to adapt curriculum. Stanford study referenced.

  literacy writing web2.0

• 

  Sakina Baharom
• 14 Sep 09
  

  Ryan Bretag

  literacies literacy writing articles

• 

  Kim Cofino

  literacy writing education technology web2.0 digitalliteracy teaching students 21stcentury

• 13 Sep 09
  

  Cheryl van Tilburg

  Thompson looks at a Stanford study that found students today are writing more than ever, and contrary to popular wisdom, their writing hasn't fallen apart because of the internet and cellphones. Some interesting stuff about the importance of knowing your audience (something today's students do well, according to the study).

  writing instruction technology literacy writers workshop writing workshop grammar

• 

  "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

  literacy writing education

• 12 Sep 09
  

  Donald Burkins

  Is technology ruining students' writing skills? Here's a interview with Stanford professor Andrea Lundsford describing her assessment of her students' writing practices.

  writing reading edtech tech_integration web2.0 web 2.0 education

  • In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
  • In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
  • 3 more annotations...
  • • In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
    • In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
    • In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
• 11 Sep 09
  

  Laura Deisley

  writing literacy 21stc

• 

  Peter Gaines

  writing education technology web2.0 digitalliteracy

• 

  John Rison

  literacy writing education technology web2.0

• 

  Kathy Maske

  literacy teaching writing students education technology web2.0 digitalliteracy

• 

  Jon Orech

  writing literacy research

  • kids today can't write—and technology is to blame.
  • "I think we're in the midst of a literacy revolution the likes of which we
    haven't seen since Greek civilization," she says. For Lunsford, technology isn't
    killing our ability to write. It's reviving it—and pushing our literacy in bold
    new directions
  • 7 more annotations...
  • • young people today write far more than any generation before them
    • Before the Internet came along, most Americans never wrote anything, ever, that
      wasn't a school assignment
    • Lunsford's team found that the students were remarkably adept at what
      rhetoricians call kairos—assessing their audience and adapting their
      tone and technique to best get their point across.
    • (something virtually no one in my
      generation did) gives them a different sense
      
      of what
      constitutes good
    • (something virtually no one in my generation did) gives them a different sense
      of what constitutes good
    • students today almost always write for an audience
    • know is that knowing who you're writing for and why you're writing might be the
      most crucial factor of all.
• 10 Sep 09
  

  Russ Goerend

  literacy wired web2.0

• 08 Sep 09
  

  kulub lnu

  Clive Thompson refererar till Andrea Lunsford:
  "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

  literacy new directions audience education

• 

  IRC Rome
• 07 Sep 09
  

  Thomas Galvez

  itgs education writing itgs_education_articles literacy

• 06 Sep 09
  

  Ms Galbreath

  writing education technology

• 

  Chuck Schlegel
  • For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see.
  • But it's also becoming clear that online media are pushing literacy into cool directions. The brevity of texting and status updating teaches young people to deploy haiku-like concision.
  • 1 more annotations...
  • • What today's young people know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
• 04 Sep 09
  

  Ann Johnston

  literacy writing

• 

  Jeff Agamenoni

  forum literacy writing education diigo

• 03 Sep 09
  

  Fiona Banjer

  Get Wired's take on technology business news and the Silicon Valley scene including IT, media, mobility, broadband, video, design, security, software, networking and internet startups on Wired.com

  literacy writing web2.0 digitalliteracy

• 

  Ching fu
• 

  Joan Sinclair

  Get Wired's take on technology business news and the Silicon Valley scene including IT, media, mobility, broadband, video, design, security, software, networking and internet startups on Wired.com

  literacy writing education technology web2.0 students

• 

  Susan Smith

  An age of illiteracy is at hand, right?
  
  Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.

  literacy writing education technology digitalliteracy web2.0 teaching students learning

• 

  Dena Budrecki

  For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

  literacy writing education technology digitalliteracy teaching

• 

  Jeffrey Plaman

  writing education web2.0 digitalliteracy

• 

  Milly Harris

  literacy writing education technology web2.0 digitalliteracy teaching students

• 

  MJ Kraus
• 02 Sep 09
  

  Brenda Sherry

  literacy writing education technology web2.0 digitalliteracy

• 

  Jenny Gilbert

  literacy writing education digitalliteracy

Public Stiky Notes

• 
  mrs durff on 2009-08-31
  "Most Americans" must refer to K20 students who are well versed in the 5 paragraph essay written to the teacher. I, as a teacher, abhor such assignments. It takes a bit of work to get middle schoolers out of this mode into the writing for someone else mode.
• 
  Rebecca Davis on 2009-08-28
  I presume the presumption is Americans in recent history? Are we talking about since the advent of the telephone/television? As with most generalizations, I'm sure there are exceptions.
• 
  Jessica Reed on 2009-08-27
  I don't know whether "most Americans" is apt. If we are talking about Americans who went to school, there is plenty of evidence that they continued to write throughout their lives. Just pick up a history book and read the voluminous letters exchanged in the post. Read letters between virtually every politician in Lincoln's era in Goodwin's Team of Rivals.
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  mrs durff on 2009-08-31
  "Most Americans" must refer to K20 students who are well versed in the 5 paragraph essay written to the teacher. I, as a teacher, abhor such assignments. It takes a bit of work to get middle schoolers out of this mode into the writing for someone else mode.
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  Courtney Barrs on 2009-10-15
  Now, try this for yourself. Highlight and add a sticky note comment.
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  Kim Culligan on 2009-10-16
  diigo is awesome
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  Teacher Jazmin on 2009-10-16
  This is where teachers have a hard work ahead. Those are excellent tools, but with no guidance because we all just criticize and reject them, even blocking them. It's our goal to flip this over.
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  matt gamache on 2009-10-16
  So like the colmado across the street, the volume is up and my ear plugs are in...diido is like the ear plugs in my pocket at all times now that i live in the DR.
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  Nils Peterson on 2009-09-18
  it has to do with audience more than with volume, but volume is up and contexts are richer, which has made audience important
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  K Liu on 2009-10-16
  I think people should try to be more open minded
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  Hanna Westöö on 2009-09-22
  There is still a built-in way of thinking that there are different ways of writing, where some has no value. Especially not in a learning environment.
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  mrs durff on 2009-08-31
  So what am I doing wrong? No one is listening to me.
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  Sharon Betts on 2009-08-31
  We have been trying to impress this on teachers for year.
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  Thomas Rompf on 2009-10-16
  Howdy
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  matt gamache on 2009-10-16
  i just added an online stickey note..........and the stickey note is note lost under the stack of papers on my desk.
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  Lion Kimbro on 2009-08-28
  You need to read the various boards that kids write on. There's more to modern writing than just texting. You also need to factor in that kids are reluctant to use the language of authorities that they have no interest in identifying with. They will repulse at the language of kairos, and do anything they can to say that "I don't do that," even though it is obvious from their actions that they do. They will gleefully scream "I don't learn!" when clearly they do. It cuts both ways; You may be inclined to shout back "It's clear that you don't!"
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  sean lancaster on 2009-08-27
  if the students were all Stanford students then i'd question the generalizability of these findings. that being said, i don't presonally see the "texting" type of writing showing up in any formal writing i assign.
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  Brett Boessen on 2009-08-27
  Yes--I'd like to look more closely at how she arrived at her conclusion that they are "remarkably adept," not that I'd challenge it necessarily, but I'm guessing that conclusion, unpacked, would explain a lot more about what she's referring to there.
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  Rebecca Davis on 2009-08-26
  How do students figure out kairos, e.g., adapting to their audience? In the past, I've had students who couldn't figure it out, and we've all seen jokes about students texting instead of writing.
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  Cliford Antoine on 2009-10-16
  so great to learn about diigo
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  Yankel on 2009-08-30
  It's an accepted truism that students who write only for their teachers, rather than for an audience of their peers, don't find writing meaningful. If and when writing returns to its social roots this really can change. But just because students "communicate" in their writing doesn't mean they're communicating well. Writing "socially" doesn't mean that they've truly identified an audience they want to address, or know how to address it. It still takes lots of work.
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  Thomas Campiz on 2009-10-16
  New learner. This is just a test.
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  Eduardo Bernal on 2009-08-30
  These are first year college students at Stanford. I wonder how these conclusions apply generally?
• 
  Juan Matos on 2009-10-16
  And there you have it...

Page Comments

• 
  M McBride on 2009-08-26
  I think Clive is being too literal about literacy. The really important literacies are not so obvious. My two cents: I argue that they are intensely social:
  http://melaniemcbride.net/2009/07/03/the-hidden-curriculum-of-21st-century-learning/
• 
  Courtney Barrs on 2009-10-12
  Now, its your turn. Practice highlighting and commenting on this article.
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  Courtney Barrs on 2009-10-16
  great article.
• 
  Fei Zheng on 2009-10-23
  It is a good finding, we'd love to hear next generation actually write rather than less because of the changing environment and socialization.

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