Six Walks in the Fictional Woods

Eco, Umberto

doi:10.2307/j.ctvjhzps3

Cited by 112 publications

(78 citation statements)

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“…That is, in constructing an utterance the speaker borrows and weaves together the words and voices of others while populating them with their own intentions and subjectivity. These voices interact and inter-animate each other, juxtaposing the different frames that people use to organize experience in productive ways (Eco, 1994). However, this interanimation does not depend on the immediacies and contingencies of interaction in the same way a dialogue does.…”

Section: Interface Design: From Information To Communicationmentioning

confidence: 98%

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From dialogue to monologue and back: Middle spaces in computer-mediated learning

Enyedy

Hoadley

2006

Computer Supported Learning

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The authors develop a framework for the design of tools to mediate collaboration intended to lead to learning. We identify two categories of media that are common in computer-supported collaborative learning and software in general: communication media and information media. These two types of media are then mapped onto two types of social activities in which learning is grounded: dialogue and monologue. Drawing on literature in learning theory, we suggest the need for interfaces that help students to transition from dialogue to monologue and back again. We examine in detail two cases of students participating in a computer-mediated science learning activity that involved technologies designed to support this transition, and suggest ways that the "middle space" can be supported with software and activities that transcend some of the traditional tradeoffs associated with information and communication interfaces.

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Section: Interface Design: From Information To Communicationmentioning

confidence: 98%

“…are to some extent collaborative, since all media presume some sort of audience, even if the audience is oneself (Eco, 1994). Based on this assumption, we fuse a human-computer interface design perspective with a social interaction and social learning perspective.…”

mentioning

confidence: 99%

From dialogue to monologue and back: Middle spaces in computer-mediated learning

Enyedy

Hoadley

2006

Computer Supported Learning

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“…Eco (1994) described how texts create a "model reader-a sort of ideal type whom the text not only foresees as a collaborator but also tries to create" (p. 9). In this sense, I think of a seductive text saying, "I know who you are.…”

Section: Leading Away/astraymentioning

confidence: 99%

Opening mathematics texts: resisting the seduction

Wagner

2011

Educ Stud Math

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This analysis of the writing in a grade 7 mathematics textbook distinguishes between closed texts and open texts, which acknowledge multiple possibilities. I use tools that have recently been applied in mathematics contexts, focussing on grammatical features that include personal pronouns, modality, and types of imperatives, as well as on accompanying structural elements such as photographs and the number of possibilities presented. I extend this discussion to show how even texts that appear open can seduce readers into feeling dialogue while actually leading them down a narrow path. This phenomenon points to the normalizing power of curriculum. For this analysis and reflection, I draw on mathematics textbook material that I wrote. As a way of modelling an alternative to normalization, I identify myself as a self-critical author and thus invite readers to be critical of their reading and writing of mathematics texts.

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“…Notes 1 Recent literary theories, especially reader-response theory and interpretation theory, argue that texts are indeterminate in their effects and uses and always are partially constructed by readers. See Eco, 1990Eco, , 1992Eco, , 1994Todorov, 1994Todorov, , 1996 We distinguish verisimilitude from veridicality. Veridicality is the accurate representation of a reality or fact; verisimilitude conveys the appearance or feeling of reality in a text.…”

Section: Autoethnography As Pedagogymentioning

confidence: 99%

Reading “the critical life”: Autoethnography as pedagogy

Banks

2000

Communication Education

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Six Walks in the Fictional Woods

Cited by 112 publications

References 0 publications

From dialogue to monologue and back: Middle spaces in computer-mediated learning

From dialogue to monologue and back: Middle spaces in computer-mediated learning

Opening mathematics texts: resisting the seduction

Reading “the critical life”: Autoethnography as pedagogy

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