Hypertext
Close Reading, Associative Thinking, and Zones of Proximal Development in Hypertext
Posted January 7th, 2009 by Patricia E. O'Connor, Georgetown University
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How can we teach students to slow down their reading process and move beyond
surface-level comprehension? Patricia O’Connor’s Appalachian Literature
students co-constructed hypertexts which capture the connections
readers make among assigned texts, reference documents, and multimedia
sources. These hypertexts became more than artifacts of student work;
rather, they became collaborative, exploratory spaces where implicit literary associations become explicit.
Looking at Learning, Looking Together: Collaboration across Disciplines on a Digital Gallery
Posted January 7th, 2009 by Joseph Ugoretz and Rachel Theilheimer
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What does it mean for two community college colleagues, teaching in very different disciplines, to work together on a Scholarship of Teaching and Learning (SoTL) project? What happens when they join together to examine their students' work, their individual teaching practice, and the possibilities for collaborative research? And what do they learn when they undertake an electronic publication of that work in a digital gallery?
Interactive Reading, Early Modern Texts and Hypertext: A Lesson from the Past
Posted December 12th, 2005 by Tatjana Chorney, Saint Mary's University
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We hear a lot these
days about the empowering shifts in readers' abilities to construct
meaning and to change the "original" text made possible by new
technology. But the phenomenon is at least as old as the early modern
period, when it was used to good effect by writers like John Donne.
Tatjana Chorney argues that "studying the dynamic of interactive
reading is. . .not only a look back on past practice but also a model
for studying integrative teaching and learning in a global world."
