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Computer-mediated literacy practices...

Reinartz, Thomas Joseph, Jr.

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Computer-mediated literacy practices through communities of practice: An activity theory analysis.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Computer-mediated literacy practices through communities of practice: An activity theory analysis./
Author:	Reinartz, Thomas Joseph, Jr.
Description:	285 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4094.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3154071
ISBN:	9780496145751

Computer-mediated literacy practices through communities of practice: An activity theory analysis.
Reinartz, Thomas Joseph, Jr.

Computer-mediated literacy practices through communities of practice: An activity theory analysis. - 285 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4094.

Thesis (Ph.D.)--University of Minnesota, 2004.

This multi-case qualitative study examined computer mediated communication (CMC) as a vehicle to foster communities of practice for understanding media literacy practices. Through the computer mediated processes of communication, reflection on social interactions, knowledge building, resource integration, and task generation, this study explored how pre-service and in-service teachers learn about media and how to teach media literacy through computer mediated discourse in online and face-to-face learning environments. The questions for the study were investigated largely through qualitative methods including interviews, journaling, focus groups, questionnaires and observations. Findings suggest that resilient school genre systems and competing activity systems created tensions that can be successfully negotiated through online discourse in trusting learning communities. In addition, students who shared and negotiated their own objectives within CMC meetings found it invaluable to supporting their learning, as it served as a mediating "tool" that allowed them to juxtapose ideas and perspectives, and motivate them toward new activities, objectives, and expanded learning.

ISBN: 9780496145751Subjects--Topical Terms:

626654
Education, Sociology of.

Computer-mediated literacy practices through communities of practice: An activity theory analysis.
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520 $a This multi-case qualitative study examined computer mediated communication (CMC) as a vehicle to foster communities of practice for understanding media literacy practices. Through the computer mediated processes of communication, reflection on social interactions, knowledge building, resource integration, and task generation, this study explored how pre-service and in-service teachers learn about media and how to teach media literacy through computer mediated discourse in online and face-to-face learning environments. The questions for the study were investigated largely through qualitative methods including interviews, journaling, focus groups, questionnaires and observations. Findings suggest that resilient school genre systems and competing activity systems created tensions that can be successfully negotiated through online discourse in trusting learning communities. In addition, students who shared and negotiated their own objectives within CMC meetings found it invaluable to supporting their learning, as it served as a mediating "tool" that allowed them to juxtapose ideas and perspectives, and motivate them toward new activities, objectives, and expanded learning.
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