ERIC Number: ED369126
Record Type: RIE
Publication Date: 1993-Nov
Reference Count: N/A
The Pedagogy of Hypertext.
Gibson, Stephanie B.
The fundamental differences between traditional print and hypertext are likely to cause a shift in pedagogy. Hypertext radically alters traditional hierarchical structures both within writing systems and between author and reader. Hypertext engages users in qualitatively different activities than traditional print. Also, hypertext has been called a democratizing medium because it allows everyone access both to production and decoding. Hypertext allows no marginalization--whatever text is on the screen is the primary text of the moment. Hypertext has no hierarchy of ideas, and it displays a kinetic structure as opposed to the static structure of traditional print. Another pedagogical implication of hypertext is that the teacher must relinquish some measure of control, altering the relationship between student and teacher. Teachers no longer have control over who will read what texts, when, or in how much depth. One problem with hypertext technology is that it can be programmed to lead the reader in as structured a way as traditional print does. Another problem is that of access--many inner city schools do not have funds to provide computers to their students. Hypertext encodes a new worldview--it both allows and encourages more genuine participation by students, and it calls into question several different relationships of academic authority. Whether the emergence of hypertext will result in a pedagogical shift remains to be seen, but educators will likely be examining the impact of hypertext for some time to come. (Contains 20 references.) (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Author Reader Relationship; Computer Assisted Writing; Text Factors
Note: Paper presented at the Annual Meeting of the Speech Communication Association (79th, Miami Beach, FL, November 18-21, 1993).