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Bibliography by Asha Thompson

Page history last edited by asha_thompson@umail.ucsb.edu 7 years ago

Thompson, Asha

ENGL 149


Annotated Bibliography


Wiburg, Karin, and Barbara Rader. "Computers Are Elementary." The Arithmetic Teacher 31.5 (1984): 18-22. Print.


     This text is an analysis of the ways in which computers and technology can be effectively used as aids for learning in classrooms as early as the second grade. The text briefly summarizes techniques and the essentials for preparing a child to use technology as a learning tool, as well as how to follow up to measure progress properly. Computers Are Elementary will be useful in my group’s media project, because our goal is to determine the ways in which technology and visual media can alter one’s interpretation of a particular text. More specifically, by looking at a children’s book, we hope that providing visual media alongside research and text will not only alter interpretation, but make it more comprehensive and useful for young children who are reading the book with our digital resource as an accompaniment. Further, Computers Are Elementary is a valuable text for this project, because it does not simply or objectively suggest that technology in the classroom has an effect; but rather, that allowing children as young as 6 or 7 years old to use computers in addition to reading traditional books produces positive results, as long as the proper preparation and follow up are performed.

Thompson, Asha, Brianna Barriga, Andrea Liedloff, Nathalie Vera, Tiffany Park, Kelley Oorloff, and Michelle Ann. "Lettersfromfelix2013." Letters from Felix. English 149, 5 Nov. 2013. Web. 06 Nov. 2013. <http://lettersfromfelix2013.wordpress.com/wp-admin/>.


     This resource is our group’s blog which can be found on Wordpress.com, and which will contain our geographical and cultural research surrounding the travels of the blog’s title character, Felix. The benefit of using Wordpress over another blog website is the presence of HTML editing tools, which allow users to customize their pages down to the style of text and background color. Further, our site on Wordpress is editable and any time and by multiple users, meaning that it will be accessible to all of our group’s members for editing in the event that anything needs to be added or changed, and also that if we decide to go forward with our project as a teaching tool, we will all be able to add more information and access it. The blog itself will be designed like a map, with seven clickable cities for our users to explore and learn more about. Our main character, whose name will most likely change during the course of our project’s development, will have “traveled” to each of these cities, and information about each location will be presented from our protagonist’s point of view. Not only will the blog provide information about the culture that informs each of the cities, but also information about the cities geographical location and characteristics, such as other cities it is close to, the weather, and the countries in which each of the cities are located.

Sapek, Artur, Emily Hsia, Andy Kim, and Cheng-Tao Chu. Codecademy. Codecademy. N.p., n.d. Web. 06 Nov. 2013. <http://www.codecademy.com/tracks/htmlcss>.


     This resource is a web tool that teaches beginners how to properly write HTML and CSS, in a step-by-step, hands-on series of lessons, beginning with simple text encoding language and ending with actual coding that includes color, font, size, and layout. The tool is helpful because it does not only provide information about HTML and CSS, or give users of the tool the opportunity to practice the skills they have just learned – but mainly because the tool will not let you advance on to the next lesson automatically if you have not properly completed the lesson before it. While you are allowed to move ahead manually, it is valuable to follow the lessons as they appear and are presented to you, because this way you can build a basic and essential foundation of knowledge of text encoding that will stick with you. This tool is valuable because it will give all of our project group’s members an opportunity to learn the basics of text encoding quickly, so that we are all able to edit our blog website. The platform site for our blog page offers a wide variety of premade layouts, but this Codecademy HTML and CSS text encoding “crash course” will allow us to steer clear of those premade layouts and, subsequently, any copyright infringement issues, as we build our own web tool for children from the ground up, using the images and text that we want. Further, this is a useful tool because it would allow us to take the webpage entirely off of the Wordpress platform if we ever decided to do so one day.

Donaldson, Sadie, and Iris Donaldson. "Technology Essential to Children's Success, Professor Says." Phys.org. Phys.org, 16 Jan. 2013. Web. 5 Nov. 2013. <http://phys.org/news/2013-01-technology-essential-children-success-professor.html>.


     This article can be found on the Phys.org website, which is described as “a leading web-based science, research and technology news service which covers a full range of topics”, and more specifically, the sciences of physics, earth, medicine, nanotechnology, electronics, space, biology, chemistry, computers, engineering, math, and as one can deduce from this article, children and child development. This article by Sadie and Iris Donaldson is one of the most essential resources for my group’s blog project, because it makes a case for the significance of technology and more specifically, handheld devices, tablets, and computers in general for the educational and scholarly advancement of young children. The article states that if parents would like to secure a bright future for their child, it is essential that the child be provided with resources that will become even more important as the child gets older. The article takes the stance that we are hoping to prove with our research: that if guided and monitored correctly, children using technology can provide a better-rounded and comprehensive collection of knowledge and information, that will not only supplement but enhance regular reading. Part of the argument of our group’s project is also that the addition of visual and media elements to a traditional children’s story may change the meaning and interpretation of that story, and this article’s argument that children using technology prepares them for the future supports that claim by suggesting that learning is a social activity for children, while reading alone can often be an isolated activity, while using the computer, a tablet, or some other type of technology that allows you access the web is a more interactive way of learning that will connect the student to limitless resources, friends, and opportunities.

Johnson, Steven. "How the E-Book Will Change the Way We Read and Write." The Wall Street Journal (2009): n. pag. 20 Apr. 2009. Web. <http://online.wsj.com/news/articles/SB123980920727621353>.


     This article is an analysis of the ways in which technology, and in particular e-books – or electronic versions of books – will negatively affect our generation’s collective experience of reading, not only with regards to the information we receive but the experience of reading a book that you can hold in your hands, as opposed to reading off of a handheld tablet or computer screen. The article details the perils of being “too connected”, or losing the excitement and suspense of reading a real book because we electronic text resources make it too easy to skip to the end, or give away certain things, or even read too fast and lose some of the meaning in that way. The author compares the rising popularity of digital reading resources to the invention of the printing press, in the sense that both technological advancements allowed for a faster and wider spread of new ideas. This resource is essential to my group’s project, because it makes a claim that we are trying to eliminate. While it is true that online interaction and digital media can change the way that we interpret a text, these tools are also valuable to our understanding of the text, making it more comprehensive and even more interesting. We argue that adding imagery and interactive play to regular text will enhance one’s ability to connect with the text, as opposed to lessening that connection, as Johnson argues in this article.


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