http://chipbruce.net Supervisors: Norman M. Martin and Robert F. Simmons Address: Graduate School of Library and Information Science
University of Illinois
Champaign, IL 61820
USA
Youth Community Inquiry offers a detailed look at how young people use new media to help their co... more Youth Community Inquiry offers a detailed look at how young people use new media to help their communities thrive. Chapters address questions about learning, digital technology, and community engagement through the theory of community inquiry. The settings range from a small farming town, to a mostly immigrant community, to inner-city Chicago, and include youth from ages eight to 20. Going beyond works on social media in a narrow sense, the projects in these settings involve the use of varied technologies, such as GPS/GIS mapping tools, video production, use of archives and databases, podcasts, and Internet radio. The development of inquiry-based activities serves as a record of the diverse experiences and a guide to future projects. The book concludes with an overview of a curriculum that readers may adapt for their own settings.
This volume examines the social, cultural, and political implications of the shift from tradition... more This volume examines the social, cultural, and political implications of the shift from traditional forms of print-based libraries to the delivery of online information in educational contexts. Despite the central role of libraries in literacy and learning, research of them has, in the main, remained isolated within the disciplinary boundaries of information and library science. By contrast, this book problematizes and thereby mainstreams the field. It brings together scholars from a wide range of academic fields to explore the dislodging of library discourse from its longstanding apolitical, modernist paradigm. Collectively, the authors interrogate the presuppositions of current library practice and examine how library as place and library as space blend together in ways that may be both complementary and contradictory. Seeking a suitable term to designate this rapidly evolving and much contested development, the editors devised the word “libr@ary,” and use the term arobase to signify the conditions of formation of new libraries within contexts of space, knowledge, and capital.
Educators today want to go beyond how-to manuals and publications that merely celebrate the many ... more Educators today want to go beyond how-to manuals and publications that merely celebrate the many exciting new technologies as they appear in schools. Students are immersed in an evolving world of new technology development in which they are not passive recipients of these technologies but active interpreters of them. How do you help learners interpret these technologies as we all become immersed in the new information age?
The book includes a collection of 32 “Technology Departments” from the Journal of Adolescent & Adult Literacy during 1998-2002. These columns examine critical aspects of literacy in the new information age and the issues surrounding the use of new technologies. They build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments.
An analysis of children's interpretations of a complex episode of social interaction is used... more An analysis of children's interpretations of a complex episode of social interaction is used to illustrate three features of human plans which distinguish them from robot plans and which form a basis for a theory of the development of social action. The features are: (1) Human plans are social; (2) human plans operate on interpretations; and (3) human plans are used, not just executed. Elementary school and college subjects were shown a skit in which one character deceives another. Many of the younger subjects considered the interaction to be cooperative, whereas older subjects understood that the deceiver was manipulating the victim's cooperative interpretation. A model of interacting human plans is incorporated in a notation system which is used for displaying the structure of the alternative interpretations and their mutual embed‐dings. The notation contains a key concept, mutual knowledge (or belief), which incorporates the essentially social feature of human plans. Implications of the model of human plans for the development of social action and cognition are discussed.
Digest. International Electron Devices Meeting,, 2002
... E. Greenbaum'.2, M. S. Humayun', T. Kuritzl.2, J. W. Lee&#x... more ... E. Greenbaum'.2, M. S. Humayun', T. Kuritzl.2, J. W. Lee', CA Sanders', B. Bruce2, and I. Lee2 'Chemical Sciences Division, Oak ... and Keck School of Medicine, University of Southern California, Los Angeles, California USA Abstract-Using the technique of Kelvin force microscopy ...
Ubiquitous learning is more than just the latest educational idea or method. At its core the term... more Ubiquitous learning is more than just the latest educational idea or method. At its core the term conveys a vision of learning which is connected across all the stages on which we play out our lives. Learning occurs not just in classrooms, but in the home, the workplace, the playground, the library, museum, and nature center, and in our daily interactions with others. Moreover, learning becomes part of doing; we don't learn in order to live more fully, but rather learn as we live to the fullest. Learning is through active engagement, and significantly, is no longer identified with reading a text or listening to lectures, but rather occurs through all the senses - sight, hearing, touch, feel, and taste. It is understandable to see ubiquitous computing necessary for this kind of ubiquitous learning and sufficient to make it possible. Education would certainly be easier to promote if we could simply identify some new technologies that would make ubiquitous learning occur. But in t...
Little is known about the role of educational collaboratories as information systems for manageme... more Little is known about the role of educational collaboratories as information systems for management of social (human) and technical (technology-related) factors in interdisciplinary contexts. Within a milieu of interdisciplinary issues in education, science, and technology, this paper takes a situated approach towards identification of complexities in the development of educational collaboratories in the GK-12 EdGrid Graduate Teaching Fellowship Program (GK-12 EdGrid Program). A situated approach calls for recognition of multiple context of use of innovative technologies in educational settings. The GK-12 EdGrid Program is a three-year National Science Foundation (NSF)-funded project to support University of Illinois graduate students in the sciences, mathematics, engineering, and technology (SMET) disciplines. Selected graduate students collaborate with campus faculty and participating K-12 teachers to integrate the use of computer-based modeling, scientific visualization, and info...
Youth Community Inquiry offers a detailed look at how young people use new media to help their co... more Youth Community Inquiry offers a detailed look at how young people use new media to help their communities thrive. Chapters address questions about learning, digital technology, and community engagement through the theory of community inquiry. The settings range from a small farming town, to a mostly immigrant community, to inner-city Chicago, and include youth from ages eight to 20. Going beyond works on social media in a narrow sense, the projects in these settings involve the use of varied technologies, such as GPS/GIS mapping tools, video production, use of archives and databases, podcasts, and Internet radio. The development of inquiry-based activities serves as a record of the diverse experiences and a guide to future projects. The book concludes with an overview of a curriculum that readers may adapt for their own settings.
This volume examines the social, cultural, and political implications of the shift from tradition... more This volume examines the social, cultural, and political implications of the shift from traditional forms of print-based libraries to the delivery of online information in educational contexts. Despite the central role of libraries in literacy and learning, research of them has, in the main, remained isolated within the disciplinary boundaries of information and library science. By contrast, this book problematizes and thereby mainstreams the field. It brings together scholars from a wide range of academic fields to explore the dislodging of library discourse from its longstanding apolitical, modernist paradigm. Collectively, the authors interrogate the presuppositions of current library practice and examine how library as place and library as space blend together in ways that may be both complementary and contradictory. Seeking a suitable term to designate this rapidly evolving and much contested development, the editors devised the word “libr@ary,” and use the term arobase to signify the conditions of formation of new libraries within contexts of space, knowledge, and capital.
Educators today want to go beyond how-to manuals and publications that merely celebrate the many ... more Educators today want to go beyond how-to manuals and publications that merely celebrate the many exciting new technologies as they appear in schools. Students are immersed in an evolving world of new technology development in which they are not passive recipients of these technologies but active interpreters of them. How do you help learners interpret these technologies as we all become immersed in the new information age?
The book includes a collection of 32 “Technology Departments” from the Journal of Adolescent & Adult Literacy during 1998-2002. These columns examine critical aspects of literacy in the new information age and the issues surrounding the use of new technologies. They build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments.
An analysis of children's interpretations of a complex episode of social interaction is used... more An analysis of children's interpretations of a complex episode of social interaction is used to illustrate three features of human plans which distinguish them from robot plans and which form a basis for a theory of the development of social action. The features are: (1) Human plans are social; (2) human plans operate on interpretations; and (3) human plans are used, not just executed. Elementary school and college subjects were shown a skit in which one character deceives another. Many of the younger subjects considered the interaction to be cooperative, whereas older subjects understood that the deceiver was manipulating the victim's cooperative interpretation. A model of interacting human plans is incorporated in a notation system which is used for displaying the structure of the alternative interpretations and their mutual embed‐dings. The notation contains a key concept, mutual knowledge (or belief), which incorporates the essentially social feature of human plans. Implications of the model of human plans for the development of social action and cognition are discussed.
Digest. International Electron Devices Meeting,, 2002
... E. Greenbaum'.2, M. S. Humayun', T. Kuritzl.2, J. W. Lee&#x... more ... E. Greenbaum'.2, M. S. Humayun', T. Kuritzl.2, J. W. Lee', CA Sanders', B. Bruce2, and I. Lee2 'Chemical Sciences Division, Oak ... and Keck School of Medicine, University of Southern California, Los Angeles, California USA Abstract-Using the technique of Kelvin force microscopy ...
Ubiquitous learning is more than just the latest educational idea or method. At its core the term... more Ubiquitous learning is more than just the latest educational idea or method. At its core the term conveys a vision of learning which is connected across all the stages on which we play out our lives. Learning occurs not just in classrooms, but in the home, the workplace, the playground, the library, museum, and nature center, and in our daily interactions with others. Moreover, learning becomes part of doing; we don't learn in order to live more fully, but rather learn as we live to the fullest. Learning is through active engagement, and significantly, is no longer identified with reading a text or listening to lectures, but rather occurs through all the senses - sight, hearing, touch, feel, and taste. It is understandable to see ubiquitous computing necessary for this kind of ubiquitous learning and sufficient to make it possible. Education would certainly be easier to promote if we could simply identify some new technologies that would make ubiquitous learning occur. But in t...
Little is known about the role of educational collaboratories as information systems for manageme... more Little is known about the role of educational collaboratories as information systems for management of social (human) and technical (technology-related) factors in interdisciplinary contexts. Within a milieu of interdisciplinary issues in education, science, and technology, this paper takes a situated approach towards identification of complexities in the development of educational collaboratories in the GK-12 EdGrid Graduate Teaching Fellowship Program (GK-12 EdGrid Program). A situated approach calls for recognition of multiple context of use of innovative technologies in educational settings. The GK-12 EdGrid Program is a three-year National Science Foundation (NSF)-funded project to support University of Illinois graduate students in the sciences, mathematics, engineering, and technology (SMET) disciplines. Selected graduate students collaborate with campus faculty and participating K-12 teachers to integrate the use of computer-based modeling, scientific visualization, and info...
For many years, discussion of online learning, or elearning, has been preoccupied with the prac... more For many years, discussion of online learning, or elearning, has been preoccupied with the practice of teaching online and the debate about whether being online is 'as good as' being offline. The authors contributing to this paper see this past as an incubation period for the ...
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Books by Bertram C Bruce
The book includes a collection of 32 “Technology Departments” from the Journal of Adolescent & Adult Literacy during 1998-2002. These columns examine critical aspects of literacy in the new information age and the issues surrounding the use of new technologies. They build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments.
Papers by Bertram C Bruce
The book includes a collection of 32 “Technology Departments” from the Journal of Adolescent & Adult Literacy during 1998-2002. These columns examine critical aspects of literacy in the new information age and the issues surrounding the use of new technologies. They build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments.