NotesFAQContact Us
Search Tips
ERIC Number: ED369056
Record Type: Non-Journal
Publication Date: 1994-May
Pages: 31
Abstractor: N/A
Reference Count: N/A
Literacy Development in Network-Based Classrooms. Technical Report No. 597.
Bruce, Bertram C.; Peyton, Joy Kreeft
Classroom-based, real-time communication networks are in wide use for college-level reading and writing instruction and are now being adopted for use in elementary and secondary classes. Teachers use this network-based approach to literacy instruction (known as ENFI--Electronic Networks for Interaction) to support authentic reading and writing, collaboration, students-centered learning, writing across the curriculum, and the creation of classroom writing communities. A case study of network-based college classrooms at Gallaudet University identified great diversity in the realization of these goals. Nevertheless, common factors influenced all of the implementations: institutional goals, practices, and gateposts; prior theories, personalities, and established practices of teachers; student characteristics and expectations; features of the technology; and available resources. These factors suggest new ways of thinking about network-based classrooms and how to use them successfully. More generally, they inform educators' views of literacy and the support needed for innovations designed to foster literacy development. (Contains 80 references, 7 notes, and a figure representing an ENFI computer screen.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Annenberg/CPB Project, Washington, DC.; Center for Applied Linguistics, Washington, DC.
Authoring Institution: Center for the Study of Reading, Urbana, IL.