ENGL 621 Technology and Literacy-Final Presentation
While some may argue that the Smithsonian Learning Lab is a database rather than an individual text, I feel this site is appropriate for our purposes in 621 as it is a collection of many different types of texts. Because it allows access to remediated versions of artworks, alphabetic texts, video, and audio, the Learning Lab affords students and teachers the ability to engage with texts that might be otherwise inaccessible. Using theories from the New London Group, Ben McCorkle, Andrew Feenberg, Mary Carruthers, Jay Bolter, Richard Grusin and others, I argue that the Learning Lab serves a valuable role in the secondary English classroom.
Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. MIT Press, 2003.
Carruthers, Mary. “Memory and the Book.” The Book of Memory: a Study of Memory in Medieval Culture. Cambridge University Press, 2008, pp. 221–255.
Feenberg, Andrew. Transforming Technology : A Critical Theory Revisited. Oxford University Press, 2002.
Gane, Nicholas, and David F. Beer. New Media: The Key Concepts. Berg, 2008.
Manovich, Lev. The Language of New Media. MIT Press, 2010.
McCorkle, Ben. Rhetorical Delivery as Technological Discourse: a Cross-Historical Study. Southern Illinois University Press, 2012
New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review. vol 66, issue 1, 1996, pp. 60-92.
Plato. Phaedrus. Trans. B. Jowett. Project Gutenberg, http://www.gutenberg.org/ebooks/1636.
Smithsonian Institute. Smithsonian Learning Lab, 2019, learninglab.si.edu/.