The Genealogy of the Textbook as an Educational Form: Orality and Literacy in Education

Published on Dec 1, 2018in Explorations in Media Ecology
· DOI :10.1386/eme.17.4.411_1
Norm Friesen17
Estimated H-index: 17
(BSU: Boise State University)
  • References (5)
  • Citations (0)
📖 Papers frequently viewed together
1 Author (Paul A. Soukup)
7 Citations
10 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
#1Norm Friesen (BSU: Boise State University)H-Index: 17
At a time when it is seen as increasingly “obsolete,” this article analyzes the textbook as an evolving pedagogical form, as a changing medium comprised of smaller media components. These components include images, diagrams and also oral prompts, which have changed not so much through technical innovation as in synchrony with larger cultural and epistemological developments. This article investigates the increasingly sophisticated structuring of this textual and visual content, and the gradually...
14 CitationsSource
#1Yun-Jo An (University of West Georgia)H-Index: 3
#2Charles M. Reigeluth (IU: Indiana University)H-Index: 34
AbstractAlthough a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers particip...
114 CitationsSource
244 1. Ernst Robert Curtius, Europaische Literatur und lateinischesMittelalter (Bern, 1948), p. 62. 2. See Plato, Republic, 10.600a. 3. See for example Plato, Phaedrus, 60a, 116 a–b. 4. Compare FriedrichNietzsche, “Gotzen-DammerungoderWie manmit demHammer philosophirt,”Gotzen-Dammerung, inWerke: Kritische Gesamtausgabe, ed. Giorgio Colli and MazzinoMontinari, 9 vols. in 30 (Berlin, 1967), 6.3.120, §23: Universities: Wet, Hard, Soft, and Harder
30 CitationsSource
#1Michelene T. H. ChiH-Index: 51
#2Miriam BassokH-Index: 23
Last. Robert GlaserH-Index: 44
view all 5 authors...
The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations ...
1,985 CitationsSource
The classroom observational studies reviewed here are those concerned primarily with describing instructional practices, as opposed to describing the psychological concomitants of different practices. Several of the studies reviewed-favorably comparable to more recent research-apparently had been allowed to fade from the collective memory of the profession before the recent flurry of interest in observational research in the classroom, and we take pleasure in helping to resurrect them. In 1966, ...
229 CitationsSource
Cited By0