Integration of Cloud Technologies in Digitally Networked Classrooms and Learning Communities
Our knowledge is constantly shifting from analog literacies to digital literacies, industrial lit... more Our knowledge is constantly shifting from analog literacies to digital literacies, industrial literacies to information societies, paper literacies to screen literacies, and mono-modal literacies to multimodal literacies for which digital technology and/or digital culture has become a dynamic and evolving force. Concerning the literacy shifts whether we realize or not, we are invariably encountering digital technologies and are explicitly and/or implicitly embracing such knowledge shift in almost all across the world without any exception. This knowledge shift demonstrates that digital literacy has become an inescapable component of our daily life in the context of the 21st century's digital world. In this chapter, I will discuss affordances of cloud/digital pedagogies such as what teaching, learning, and writing are in digital context, how digital, cloud, or crowd pedagogy currently became an inescapable element, and why instructors from any global communities (should) welcome ...
Our knowledge is constantly shifting from analog to digital literacies, industrial to information... more Our knowledge is constantly shifting from analog to digital literacies, industrial to information societies, paper to screen literacies, and mono-modal to multimodal literacies, for which digital technology has become a disruptive force. Whether we realize or not, we are invariably encountering digital technologies and are embracing such knowledge shift/epistemic shift in business, science, education, and engineering alike. This epistemic shift demonstrates that digital literacy has become an inescapable element in the twenty-first century's networked communities. Based on the epistemic transformation, this article discusses potentials of teaching writing in the cloud, such as how instructors can welcome this epistemic shift in the writing classes; how instructors can engage students in cloud environment; how students can share a complex set of linguistic and cultural narratives; and how students can collaborate and cooperate to create their realities in the context of the netwo...
any form or by any means, electronic or mechanical, including photocopying, without written permi... more any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. For electronic access to this publication, please contact:
Facebook has a potential to critically engage students and merge their roles as writers and reade... more Facebook has a potential to critically engage students and merge their roles as writers and readers in a digital environment. Facebook reinforces students to share diverse cultural and individual rhetorical appeals, situations, and strategies. In this pedagogical setting, not only do students share a complex set of linguistic and cultural codes, but they also become technologically and cross-culturally competent human power. Facebook pedagogy encourages students to contest, question, and negotiate their cultural literacies and their prior experiences in first-year composition classes.
This paper addresses ways of understanding writing strategies, communication approaches, and the ... more This paper addresses ways of understanding writing strategies, communication approaches, and the teaching of English-language writer responsible syntactic structure. First, we provide a definition of culture that positions intercultural writing in practical terms and then break down the problem into the three important dimensions of culture. Second, we compress all of the many ways that people can write into two types—writer responsibility and reader responsibility. Third, we provide a brief set of tools for how to understand different cultural writing strategies to help teach writer responsibility in culturally and linguistically diverse classrooms. The goal of our paper is to provide an understanding of writer responsible and reader responsible syntactic structures and then demonstrate a basic technique for teaching it to non-native speakers of English.
My dissertation "Cross-cultural composition 2.0: Mapping/remapping spaces of language minori... more My dissertation "Cross-cultural composition 2.0: Mapping/remapping spaces of language minority students in the contact zones" examines the curricula, syllabi, course materials, pedagogical approaches, and theories and practices of first-year composition courses. Having traced ...
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