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Education Research

28 members,245 bookmarks

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Saved by 36 people (10 private), first by anonymouse user on 2006-06-12

Rogers571 on 2008-09-16 - Tags education , books , technology , knowledge , site , future
Campanam on 2008-07-03 - Tags books , blog , book , future , education , publishing , media , reading
Bleiva2003 on 2008-06-17 - Tags blog , books , digital , ePublish
Historian on 2008-05-17 - Tags Blogs , Unimportant , blogs
Nonintia on 2008-04-07 - Tags Bookmarks Bar , USUL , Blog , Words_book_poliburo

Public Comment

on 2006-06-12 by ajp-diigo

Interesting site from The Institute for the Future of the Book

on 2006-10-10 by davidhowardrose

blog on future of the book

on 2006-12-01 by jlesage

a blog from the Institute for the Future of the Book, where much interesting work on screen reading and publication is going on

Public Sticky notes

That, then (if you'll forgive the egregious over-simplification), is the model of what and who an 'author' is. We've been stuck with it pretty much since then. It depends on the immutable, printed page, requires authors to turn themselves into a brand in order to make a living by marketing their branded 'great' prose to the great unwashed for – of course – the improvement not of the authors but of said unwashed, and supports a whole industry in the production and sale of books.

And then came the Internet. All of a sudden, writing is infinitely reproducible. Anyone who wants to write can self-publish. There are tools for real-time collaborative writing. And yet the popular conception of who or what an Author is still very much alive, in the popular mind at least. The publishing industry, meanwhile, has responded to the threat posed by the Net by consolidating, automating, and producing only books guaranteed to sell millions.

Highlighted by mikeheth

Here are just a few:

Access to source documents can be much more extensive free of the size, space and copyright constraints of cd-rom
Dynamic comment fields enable classes to have their unique editions, where a lively conversation can take place in the margins.
A continuously evolving text, as the authors add new findings in their work and engage in back and forth with "readers" who have begun to learn history by "doing history", and have begun both to question the authors’ conclusions and to suggest new sources and alternative syntheses. Bingo! That last one leads to . . . .

Highlighted by rogers571

A mother in London recently described her ten-year old boy's reading behavior: “He'll be reading a (printed) book. He'll put the book down and go to the book's website. Then, he'll check what other readers are writing in the forums, and maybe leave a message himself, then return to the book. He'll put the book down again and google a query that's occurred to him.” I'd like to suggest that we change our description of reading to include the full range of these activities, not just time spent looking at the printed page.

Highlighted by rogers571

Nobody learns to read outside of a collective. We forget – because we read and we read alone – we forget that we learn to read collectively. We learn with our peers, and a teacher teaches us. . . . When you read a book – and especially like this book, where there's gonna be Spanish, there's gonna be historical references, there's gonna be nerdish, as they say, forget the elvish, the nerdish, there's gonna be fanboy stuff,

Highlighted by arneolav

What I want is for people to read and remember that reading, while we may practice it alone, in solitude, it arose out of a collective learning and out of a collective exchange . . . .