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Cognitive Approaches to Literacy |
In order to explore the possibility of a closer cooperation socio-cultural
and cognitive-linguistic approaches to literacy, the three papers
presented in this panel attempted not merely to point to the divergence
of approaches to literacy, but to begin to bridge it in a substantial
and methodological fashion:
Ruth Berman of Tel Aviv
University reported on a study she conducted with Anna Sandbank
which examined the point at which Hebrew-speaking writers of expository
prose, school-aged children and full adults, began to evince linguistic
devices for narrative exposition and genre;
Sue Palmer, of Manchester
University, reported on the correlation of visual- and phonological-coding
in working memory in a longitudinal study of children's reading
abilities;
Philip Eubanks of Northern
Illinois University considered approaches to the pedagogy of writing
to address a point of contact between a Foucauldian understanding
of Power and a Lakoffian theory of metaphor. |
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| Digital
Humanities |
| Addressing
the potential uses and pitfalls of technology for humanities is
a risky endeavor: it must negotiate the Scylla of utopianism and
the Charybdis of distrust. Three panelists, and an engaged audience
of academics making use of web-based teaching and research devices,
attempted to formalize some of the issues ahead during this panel.
A secondary goal was formulating specific agendas for a "theory"-based
website: what are the potentials online that are not otherwise met?
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| Chair:
Max W. Thomas, University of Iowa |
| 1. |
"Hypertext
and Internet Interaction in Humanities Sites," Lee Baker, High Point
University |
| 2. |
"Genre
and the World Wide Web," Wayne Miller University of California,
Los Angeles |
| 3. |
"Essayistic
and Fictive Elements of Webspace as Utopian Architectonics," Peter
Sands, University of Wisconsin, Milwaukee |
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