The Society for Critical Exchange
1999 Midwest Modern Language Association Panels
Cognitive Approaches to Literacy
Digital Humanities
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.
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?
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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