למידה, אינטרנט ... ומה שביניהם

their understanding of the world has come primarily from digital sources

Surrounded by digital media and technology-enhanced texts of all kinds, these students have developed specific skills and knowledge to read, understand, and create these texts (Pinker 1994). Faculty who teach these students, however, may have difficulty reading and understanding these texts.

Many faculty members developed their writing skills in a print world where text took the conventional form of paragraphs on a page or was packaged as a book or an article, a story or a novel; its production was typically conceived of as a solitary act. Consequently, their previous experiences with and understanding of text are quite different from that of the N-Gen student, which may lead to profound misunderstandings. When instructors perceive linear, print-based texts as a benchmark, the N-Gen’s texts may, at first glance, fall quite short. However, these digital texts do not necessarily lack style, coherence, or organization; they simply present meaning in ways unfamiliar to the instructor.

I have spent too many years in staff rooms not to pick up on the fact that there are an awful lot of teachers who don't read. They can read and write, in other words they have language facility, but according to the definitions I have read of literacy, they are not literate themselves.

תוויות: אוריינויות, כלי ווב 2.0