Introduction to Computers Language and Literacy

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Teachers College • Columbia University

ITSF 4015 Intro to Computers, Language, & Literacy
(2-3 points)
Monday, Wednesday 2:00-4:05
234 Horace Mann

Instructor:
Prof. Jo Anne Kleifgen
jk217@columbia.edu
212-678-3994

Open Office Hours:
Tuesdays
4:00-6:00, 352 Macy

Course Assistant:
Matt Curinga

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"Knowledge is transmitted in social contexts, through relationships, like those of parent and child, or teacher and pupil, or classmates, that are defined in the value systems and ideology of the culture." (Halliday, 1985)

[edit] DESCRIPTION

Do you want to make better use of the Internet in your language or literacy teaching? Are you curious about using wikis, blogs, folksonomies, and other Web spaces for your students to engage in social interaction that supports learning? This course examines the relationship between computer-based learning spaces and various aspects of language use, focusing on ways in which computers can be used to create richer environments for language and literacy development. Students briefly review language-learning theories in order to detect assumptions about language that are embedded in electronic materials. Then, taking a sociocultural perspective, students explore various models of communication and discourse to assess software materials and resources on the Internet for their educative value. The course is open to anyone working with children or adults in the areas of communication, first and second language, foreign language, language arts, reading and writing.

[edit] MATERIALS

[edit] Readings

Pahl, K., & Rowsell, J. (Eds.) (2006). Travel notes from the new literacy studies. Clevedon, UK: Multilingual Matters, LTD. (available at the TC Bookstore.)

Other articles and chapters are available electronically through the Teachers College Library.

Skinner, B.F. (1961). Why we need teaching machines. Harvard Educational Review, 31(4), 377-398.

Halliday, M.A.K. (1989/1997). Chapters 1 to 3 in Language, context, and text: Aspects of language in a social-semiotic perspective. New York: Oxford University Press. Chapter 1(Context of Situation), Chapter 2 (Functions of Language), Chapter 3 (Register Variation).

Kleifgen, J. (1999). Assessing websites for young learners of English: A Hallidayan framework. Journal of the Applied Linguistics Association of Korea, 15(2).

Kinzer, C. K. & Leander, K. (2002). Technology and the language arts: Implications of an expanded definition of literacy. In J. Flood, D. Lapp, J.R. Squire, & J.M. Jensen(Eds.). Handbook of research and teaching the English language arts (pp.546-566). Mahwah, NJ: Lawrence Erlbaum Assoiciates