Bøger af Charles Bazerman

In his exploration of his development as one of the most prolific and thoughtful writers in the field of writing studies, Charles Bazerman considers how, like all writers, he has been shaped in distinctive and unique ways by his literate experiences. "Each of our stories is particular," he writes, calling this book "my experiment in saying what I can from my perspective about my development as a writer." How I Became the Kind of Writer I Became poses questions about the lifespan development of writing and, in particular, how writing emerges within the "conditions, relations, and needs of life." Observing that his autoethnography does not offer a norm or an ideal, Bazerman calls attention to the need for more of these kinds of reflections. "We need many such stories from many kinds of writers," he notes, "reflecting on what opportunities, needs, experiences, and resources came their way and how they iteratively solved the problem of what to write and how to write it, as they saw it." As the first book in the Lifespan Writing Research book series, Bazerman's work serves as both a model for reflective inquiry and a call for additional work in this area.

The Lifespan Development of Writing presents the results of a four-year project to synthesize the research on writing development at different ages from multiple, cross-disciplinary perspectives, including psychological, linguistic, sociocultural, and curricular.Although writing begins early in life and can develop well into adulthood, we know too little about how writing develops before, during, and after schooling, as well as too little about how an individual's writing experiences relate to one another developmentally across the lifespan. There is currently no adequate accepted theory of writing development that can inform the design of school curricula and motivate appropriate assessment practices across the years of formal education. The Lifespan Development of Writing is a first step toward understanding how people develop as writers over their lifetimes and presents the results of a four-year project to synthesize the research on writing development. First collectively offering the joint statement "Toward an Understanding of Writing Development across the Lifespan," the authors then focus individually on specific periods of writing development, including early childhood, adolescence, and working adulthood, looked at from different angles. They conclude with a summative understanding of trajectories of writing development and implications for further research, teaching, and policy, including the assertion that writing research "can raise our curricular vision beyond the easily measurable to recognize that writing development is far more than the accretion of easy testable skills, and that successful writing development cannot be defined as movement toward a standard."

Mediers anvendelse i tilegnelse af viden er i stigende grad genstand for interesse. Digitale og sociale medier skaber nye muligheder for læring og formidling, men signalerer også, at selve vidensbegrebet er blevet mere dynamisk. Undervisere og formidlere må erkende, at de ikke længere har monopol på den viden, der formidles. På internettet er viden til stede i overflod, og elever, studerende og kulturforbrugere finder, deler og producerer selv viden i de dialogiske netværksmedier. For professionelle formidlere er det en udfordring. I denne antologi anvendes begrebet vidensmedier om mediers brug i formidling og tilegnelse af viden. Ligesom man taler om nyhedsmedier og underholdningsmedier, kan man tale om vidensmedier. Med forskellige indfaldsvinkler og cases undersøger antologien vidensmediering. Nogle af artiklerne giver generel teoretisk baggrund for forståelsen af viden og medier, andre analyserer specifikke typer af vidensmedier: fx billedmedier, sociale medier, websteder, webtutorials, encyklopædier og fiktionsmedier. Artiklerne har fokus forskellige steder i de formelle og uformelle former for læring og videnstilegnelse – bl.a. undervisningssektoren, biblioteket og museet. Forfatterne repræsenterer forskellige videnskabelige felter, bl.a. medievidenskab, kunst- og litteraturvidenskab samt biblioteks- og informationsvidenskab. Redaktionen kommer fra Det Informationsvidenskabelige Akademi.

Kapitel 3 fra bogen Nye Vidensmedier. Kultur, læring, kommunikation. Bogen omhandler mediers anvendelse i tilegnelse af viden. Digitale og sociale medier skaber nye muligheder for læring og formidling, men signalerer også, at selve vidensbegrebet er blevet mere dynamisk. Undervisere og formidlere må erkende, at de ikke længere har monopol på den viden, der formidles. På internettet er viden til stede i overflod, og elever, studerende og kulturforbrugere finder, deler og producerer selv viden i de dialogiske netværksmedier.