Title:
Learning in public: information literacy and participatory media
Learning in public: information literacy and participatory media
| dc.contributor.advisor | Bruckman, Amy S. | |
| dc.contributor.author | Forte, Andrea | en_US |
| dc.contributor.committeeMember | Grinter, Rebecca | |
| dc.contributor.committeeMember | Grudin, Jonathan | |
| dc.contributor.committeeMember | Guzdial, Mark | |
| dc.contributor.committeeMember | Kolodner, Janet L. | |
| dc.contributor.department | Computing | en_US |
| dc.date.accessioned | 2009-08-26T18:17:36Z | |
| dc.date.available | 2009-08-26T18:17:36Z | |
| dc.date.issued | 2009-07-06 | en_US |
| dc.description.abstract | This research examines new systems of information production that are made possible by participatory media. Such systems bring about two critical information literacy needs for the general public: to understand new systems in order to assess their products and to become adept participants in the construction of public information spaces. In this dissertation, I address both of these needs and propose a view of information literacy that situates the information literate as both consumer and producer. First, I examine a popular example of a new publishing system, Wikipedia, and present research that explains how the site is organized and maintained. I then turn my attention to the classroom and describe three iterations of design-based research in which I built new wiki tools to support publication activities and information literacy learning in formal educational contexts. I use the rhetorical notion of genre as an analytic lens for studying the use and impact of these new media in schools. Classroom findings suggest that the affordances of a wiki as an open, transparent publishing medium can support groups of writers in building a shared understanding of genre as they struggle with an unfamiliar rhetorical situation. I also demonstrate how writing on a public wiki for a broad audience was a particularly useful writing experience that brought about opportunities for reflection and learning. These opportunities include transforming the value of citation, creating a need to engage deeply with content, and providing both a need and a foundation for assessing information resources. | en_US |
| dc.description.degree | Ph.D. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1853/29767 | |
| dc.publisher | Georgia Institute of Technology | en_US |
| dc.subject | Grounded theory | en_US |
| dc.subject | Ethnography | en_US |
| dc.subject | Classroom | en_US |
| dc.subject | Wikipedia | en_US |
| dc.subject | Wiki | en_US |
| dc.subject | Online communities | en_US |
| dc.subject | Learning sciences | en_US |
| dc.subject | Social computing | en_US |
| dc.subject | Education | en_US |
| dc.subject.lcsh | Information literacy | |
| dc.subject.lcsh | Interactive multimedia | |
| dc.subject.lcsh | Open source software | |
| dc.subject.lcsh | Information society | |
| dc.subject.lcsh | Publishers and publishing | |
| dc.subject.lcsh | Open access publishing | |
| dc.subject.lcsh | Wikis (Computer science) | |
| dc.title | Learning in public: information literacy and participatory media | en_US |
| dc.type | Text | |
| dc.type.genre | Dissertation | |
| dspace.entity.type | Publication | |
| local.contributor.advisor | Bruckman, Amy S. | |
| local.contributor.corporatename | College of Computing | |
| local.contributor.corporatename | School of Interactive Computing | |
| local.relation.ispartofseries | Doctor of Philosophy with a Major in Human-Centered Computing | |
| relation.isAdvisorOfPublication | 12d1ce6d-dee8-438a-9b0e-6f2a31fc1493 | |
| relation.isOrgUnitOfPublication | c8892b3c-8db6-4b7b-a33a-1b67f7db2021 | |
| relation.isOrgUnitOfPublication | aac3f010-e629-4d08-8276-81143eeaf5cc | |
| relation.isSeriesOfPublication | c9333007-dfa1-4e61-9b38-517b1a4b7c9a |
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