The document discusses the evolution of literacy in the context of Web 2.0, emphasizing the need for new literacy practices that integrate both digital and print literacies. It identifies the challenges and opportunities presented by technologies that promote user-generated content and collaborative learning, suggesting that educators must adapt to these changes to engage students effectively. The paper highlights the importance of understanding the risks and benefits associated with Web 2.0 spaces in education, including how these environments can foster new forms of social interaction and learning.

3. Web 2.0 in Teaching and
Learning
Julia Davies
j.a.davies@sheffield.ac.uk

4. New Technologies;
New Literacies;
New Practices;
New Times…….

5. New literacies, new practices
This presentation is based on
the premise that literacy is
changing in a new media world
(Kress, 2003; Lankshear and
Knobel, 2006).

6. Thinking about books
• Joe’s non netbook
• Books for Christmas
While I do not subscribe to an unresolvable binary that
separates digital and print literacies, there is considerable
research now that does indicate that there are distinctive
ways of reading and producing digital texts that need to be
specifically and explicitly taught to students (for example,
Moje, 2009; Thomas, 2006; Walsh, Asha &
Sprainger, 2007).
(Honan 2009: 22)

7. Cult of the Amateur
“Useless and corrupt user
generated content”
“Self promotion - narcissism”
“Bloggery …. an enormous
threat”
(Andrew Keen: BBC Radio 4.
25.6.07.)

8. “Kids are going on the internet and are
believing everything they read; we are
creating an increasingly media illiterate
culture … in order to understand the
internet you need to be literate before you
get to the screen….”
(Andrew Keen: BBC Radio 4. 25.6.07.)

9. Tools of the Trade
 stylus and slate
 paper and pen
 blackboard and chalk
 duplicated texts
 overhead projectors
 electronic whiteboards
 portable computer

10.  New technologies have replicated many
familiar practices
 More polished performances of conventional
practices
 "Old wine in new bottles" (Lankshear and
Knobel, 2007)
 Who put the C in ICT?
 Radical break promised by new technology is
the potential for opening up new learning
spaces
 Peer to peer interactivity and learning

11. Web 2.0 (O’Reilly,2005)
 User friendly
 Interactive
 User Generated Content can be
• Uploaded
• Copied
• Disseminated
• Altered …
 Authorship:
• Shared
• Distributed
• Uncertain

13. Traditional Classrooms Web 2.0 Classrooms
1. Text making across time and
1. Text-making practices bounded by
space – boundaries challenged
the space of the classroom and
timetable 2. One to many and many to many
authoring and readership;
2. Students write for a specific
audience not controlled
(known and restricted) audience 3. Pupil controlled learning and
3. Teacher orchestrated interaction interaction choices
and knowledge acquisition
4. Learning and Curriculum have
4. Assumptions about organisation of more flexible & open boundaries
learning and curriculum
5. Global interaction facilitated;
5. Formal education serving
cultural assumptions may be
particular cultural groups well
challenged
6. Systemic and instructional needs 6. Assessment of the individual more
served well – props up the system complex and challenging -
7. Writing is prioritised and valued learning seems less linear
above all other modes 7. Greater choice of modes and
writing not always primary or ‘best’

14. Web 2.0
Students Today?

15. Does the ‘Students Today’ video reflect
the way Maltese learners live?
Think about Your Web 2.0 video ….
• What would go in your video?
• Based in the HERE and NOW?
• In Malta?

16. A technically embedded
generation?
• Millenial generation (Taylor and Keeler,
2010)
• Digital Native (Prensky, 2001)
• The Net Generation (Tapscott, 2008)
• The Google Generation, (Rowlands et al,
2008)
• Homo Zappiens (Veen and Vrakking,
2006)

17. Is the Internet an important
tool for teachers as
teachers?"
How do they use it in
teaching?"

18. Useful tools for developing new
literacies
• Blogs
• Twitter
• Wikis

19. What is a blog?
• Date ordered entries
• Most recent entry = first
• Can be about any topic
• Immediate publication tool
• Hyperlinking easy
• Embedding of objects (pix; films; sound
files; hyperlinks) = easy
• Blog rolls / Link lists common
19 19

20. Ms Gaby blog – St Catherine’s

21. Mrs Cassidy’s Blog

22. Little kids Big Potential!

23. Do You Know Your Plant Parts?

24. Blogging Buddies
Click Here
Or here

25. Start your own blog
Blogger

26. 21 blogs

27. Twitter
• Classroom Tweets
• Orange Class blog

28. What is a wiki?
WIKIPEDIA

29. Wikispaces

30. What are the barriers for teachers who want to use Web 2.0
in schools?
In terms of the metaphor that is provided in this issue’s title,
these teachers were drowning in a sea of normative and
autonomous views of literacy, and in engaging with digital texts,
were fighting against a dangerous rip filled with antiquated,
conservative, and unrewarding literacy pedagogical practices
that appeared to be pulling them towards the rocks of
disengagement and irrelevance.
(Honan 2009: 21)

31.  Many children and young people are already engaged in Web 2.0
practices;
 Important kinds of learning can be developed in Web 2.0
environments through knowledge sharing and distributed cognition;
 Web 2.0 users are developing new online social practices that are
likely to become more useful in work and leisure settings of the
future;
 Web 2.0 is enjoyable – it motivates the young and can also be
attractive to teachers;
 New web-spaces are dependent on new literacy practices, providing
real world environments to practice and develop these;
 The risks and opportunities of life online can be carefully explored in
educational environments;
 Web 2.0 environments give voice to participants and suggest new
possibilities for social engagement and citizenship;
 Collaboration and criticality can be developed in Web 2.0
engagement.

32. • Web 2.0 products and services have great potential
for work on the media.
• Pupils can create blogs, wikis and webpages for
relaying news as well as exploring the way in which
news is created and reported across Web 2.0
platforms.
• Web 2.0 is changing the nature of journalism and the
newspaper industry – contemporary pupils can be at
the forefront of tracing these changes and their
implications.
• New literacy practices are needed for new times –
educators need to take risks and explore potential.

33. Large numbers of A significant number
school-age children of school-age children
are already engaged in do not have access to
Web 2.0 practices.
these practices (the
digital divide)
Most young people’s Learners seem to
online practices are enjoy practising until
repetitive and limited they perfect their
in ambition
digital skills. Web 2.0
in the classroom
means teachers can
move learners
forward.

34. • Image:
• Kids standing round laptops

35. Web 2.0 practices may be trivial Young Web 2.0 users are
and unproductive
developing new online practices
which will be transferable and
useful in the future
Children, young people and Online social networking and
their teachers may have had related Web 2.0 practices are
negative experiences of new enjoyable and motivating for
technology and find it ‘difficult’
young learners and their
teachers

37. Literacy is an New web spaces
important asset that is involve new literacy
being gradually eroded practices and provide
by new media
real and meaningful
experiences
The internet is The risks and
potentially dangerous opportunities of life
– children and young online can be explored
people need to be through engaging with
protected
Web 2.0

38. • Image

39. Web 2.0 spaces give Web 2.0 spaces create
voice to participants an illusory sense of
and suggest new social engagement but
possibilities for social actually create passive
engagement and citizens who can easily
citizenship
be surveilled
Collaboration and Web 2.0 create isolated
criticality can be techno-subjects who
developed with Web 2.0 use the internet as
engagement
vanity publishing and
recycle old ideas