Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/42414
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dc.contributor.authorTan, Ashley Ming Chung.-
dc.date.accessioned2010-11-30T07:09:38Z-
dc.date.available2010-11-30T07:09:38Z-
dc.date.copyright2009en_US
dc.date.issued2009-
dc.identifier.urihttp://hdl.handle.net/10356/42414-
dc.description.abstractWikis are Web sites that anyone can easily edit. As a writing tool and space, wikis are designed to promote the collective voice over the individual voice, and in this chapter I explore the theoretical foundation and pedagogical implications of this form of collaborative writing. As wiki contributors collaborate and self-organize, wikis can become platforms for promoting information as well as social literacies. The process and products of wiki-use can illuminate the collective wisdom of crowds (Surowiecki, 2005) and provide an easily accessible and generative space for evolving new media pedagogies. I present five wikis in language and literature education contexts as examples of these theories in practice along with some recommendations and suggestions for more meaningful and effective integration of wikis into curricula.en_US
dc.format.extent22 p.en_US
dc.language.isoenen_US
dc.subjectDRNTU::Social sciences::Education::Teachers and teachingen_US
dc.titleWhy write with wikis?en_US
dc.typeResearch Report-
dc.contributor.schoolNational Institute of Educationen_US
dc.description.reportnumberRP 01/07 TMCen_US
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Appears in Collections:NIE Research Reports (Staff & Graduate Students)
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