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Multiliteracies and e-learning2.0


Ivana Marenzi

This work, concerned with the significance of literacy and multiliteracies in the 21st century, examines pedagogy from the perspective of Web 2.0 tools and the potential of social networks to improve the quality of learning. Drawing on five years research in German and Italian universities, the author investigates different scenarios in which technology can support the learning process. The focus is on online interaction and collaboration from the standpoint of Educational Technology. With this approach, key pedagogical issues are analysed in relation to theoretical models as well as to the specific learning context. The resulting LearnWeb2.0 Design Framework provides a systematic and up-to-date reference and guide for teachers, researchers and developers when discussing course design and learning supports.
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3 Search, collaboration and sharing in the Web


“The shift to global information-based economies has meant a dramatic increase in the need to deal with large amounts of information and to communicate across language cultures. Memorisation is less important in this information-rich time than effective search strategies.”

(Warschauer & Healey, 1998, p. 60)

The previous chapter showed how in the 21st century learning becomes increasingly ‘situated in action’. To quote Seely Brown (2002, p. 72), “learning becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration”. As such, the Web becomes not just a source of information, but rather a learning medium where knowledge is socially constructed and shared. For this reason, the development of Web 2.0 tools has reached a big success with the general public, and researchers have been studying the new Web trends to apply Web 2.0 concepts to the learning process and create new learning experiences for various kinds of online communities.

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