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ERIC Number: EJ791205
Record Type: Journal
Publication Date: 2008-Apr
Pages: 12
Abstractor: Author
Reference Count: 33
ISSN: ISSN-0040-5841
Supporting Dialogic Literacy through Mashing and Modding of Places and Spaces
Hedberg, John G.; Brudvik, Ole C.
Theory Into Practice, v47 n2 p138-149 Apr 2008
Technology-dependent teaching strategies can exploit the currently underused capacities of media-rich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners' opportunities to coconstruct ideas/knowledge and ways in which they can add their own interpretations in to Web 2.0 tolls that enable modding of existing products and collations of multimodal information from multiple sources through mashing. (Contains 3 figures and 3 notes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A