This volume deals with the relationship of writing to its technologies. It uses history, theory and empirical research to argue that the effects of computer technologies on literacy are complex. The author argues that just as computers impact on discourse, discourse itself impacts technology. Num Pages: 304 pages, Illustrations. BIC Classification: CFC; CFL; CJCW; JFC; U. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 24. Weight in Grams: 676. . 1995. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

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Bibliographic Details

Title: Writing Technology: Studies on the Materiality of Literacy
Publisher: Routledge
Publication Date: 1995
Language: English
ISBN 10: 0805813063
ISBN 13: 9780805813067
Binding: Hardcover
Condition: New

About this title

Synopsis

Academic and practitioner journals in fields from electronics to business to language studies, as well as the popular press, have for over a decade been proclaiming the arrival of the "computer revolution" and making far-reaching claims about the impact of computers on modern western culture. Implicit in many arguments about the revolutionary power of computers is the assumption that communication, language, and words are intimately tied to culture -- that the computer's transformation of communication means a transformation, a revolutionizing, of culture. Moving from a vague sense that writing is profoundly different with different material and technological tools to an understanding of how such tools can and will change writing, writers, written forms, and writing's functions is not a simple matter. Further, the question of whether -- and how -- changes in individual writers' experiences with new technologies translate into large-scale, cultural "revolutions" remains unresolved. This book is about the relationship of writing to its technologies. It uses history, theory and empirical research to argue that the effects of computer technologies on literacy are complex, always incomplete, and far from unitary -- despite a great deal of popular and even scholarly discourse about the inevitability of the computer revolution. The author argues that just as computers impact on discourse, discourse itself impacts technology and explains how technology is used in educational settings and beyond.

About the Author

Cristina Haas, The Pennsylvania State University

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