https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

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The Practice Of Everyday Life

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.

Sociocultural Theory and the Genesis of Second Language Development

This article develops a conceptual framework for understanding how intercultural communication, mediated by cultural artifacts (i.e., Internet communication tools), creates compelling, problematic, and surprising conditions for additional language learning. Three case studies of computer-mediated intercultural engagement draw together correlations between discursive orientation, communicative modality, communicative activity, and emergent interpersonal dynamics. These factors contribute to varying qualities and quantities of participation in the intercultural partnerships. Case one, "Clashing Frames of Expectation Differing Cultures-of-Use," suggests that the cultures-of-use of Internet communication tools, their perceived existence and on-going construction as distinctive cultural artifacts, differs interculturally just as communicative genre, pragmatics, and institutional context would be expected to differ interculturally. Case two, "Intercultural Communication as Hyperpersonal Engagement," illustrates pragmatic and linguistic development as an outcome of intercultural relationship building. The final case study, "The Wrong Tool for the Right Job?," describes a recent generational shift in communication tool preference wherein an ostensibly ubiquitous tool, e-mail, is shown to be unsuitable for mediating age peer relationships. Taken together, these case studies demonstrate that Internet communication tools are not neutral media. Rather, individual and collective experience is shown to influence the ways students engage in Internet-mediated communication with consequential outcomes for both the processes and products of language development. For some social classes and in highly privileged geographical regions, we have entered into a period of rapid and efficient global communication practices mediating an array of interpersonal, discursivematerial, and cultural activities. Despite the robust connections between the increasing digitization of everyday communicative practice and issues such as globalization and homogenization, Internet-mediated intercultural educational activities remain demonstrably polymorphous. Reasons for this are many. Educational cultures and objectives vary across nation state boundaries (Belz, 2002) as well as across educational institutions within the US. Moreover, within the same university but across courses or time periods, student populations shift, pedagogical goals are reassessed, and micro-interactional phenomena illustrate their own "accentuality" (Volosinov, 1973), even when the task, as it were, is supposed to remain consistent across participants and time (Coughlan & Duff, 1994). The focus of this article is yet another dimension of human heterogeneity -- the cultural embeddedness of Internet communication tools and the consequences of this embedding for communicative activity. Three case studies will be presented which illustrate some of the possibilities and problems associated with foreign language intercultural interaction mediated by Internet communication tools. I argue that Internet communication tools, like all human artifacts, are cultural tools (for an extension of this argument to the natural environment and the social construction of nature, see Braun & Castree, 1998; Harvey, 1996; Williams, 1980). Specifically, I show that e-mail, instant messenger, and forms of synchronous chat, are deeply affected by the cultures-of-use, or to borrow a biological term -- phenotypic characteristics, evolving from the manner in which these tools mediate everyday communicative practice. To unpack this somewhat, most of the American students in the case studies have extensive Internet experience that catalyzes specific forms (and expectations) of communication. In turn, the resulting

/pdf/artifacts-and-cultures-of-use-in-intercultural-communication-2clar1kjrm.pdf

Artifacts and Cultures-of-use in Intercultural Communication

In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in-class and directly classroom-related uses of technology. This article broadens the scope of inquiry to include L2 and foreign language-related uses of technology that extend into the interstitial spaces between instructed L2 contexts and entirely out-of-school noninstitutional realms of freely chosen digital engagement. Two demographically and sociologically significant phenomena are examined in detail; the first focuses on participation in Internet interest communities such as fan fiction and virtual diaspora community spaces and the second describes a continuum of three-dimensional graphically rendered virtual environments and online games. A review of research in each of these areas reveals extended periods of language socialization into sophisticated communicative practices and demonstrates the salience of creative expression and language use as tools for identity development and management. In the final section of the article, we suggest a number of possibilities for synergistically uniting the analytic rigor of instructed L2 education with the immediacy and vibrancy of language use in digital vernacular contexts. [ABSTRACT FROM AUTHOR]

Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming

http://www.iapsych.com/iqmr/fe/LinkedDocuments/blair2005.pdf

Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex

This article describes the evolution of communication technologies, accompanying transformations in everyday communicative activity, and pedagogical possibilities these tools support in second and foreign language (L2) settings. We begin with an overview of synchronous computer-mediated communication (SCMC) and uses of the Internet to mediate intercultural communication for purposes of L2 learning. We then describe generational shifts in Internet technologies and their proliferation and uses, with the majority of our efforts focused on contemporary environments such as blogs, wikis, podcasting, device-agnostic forms of CMC, and advances in intelligent computer-assisted language learning (ICALL). Throughout, we engage in a discussion of praxeological fusions of various media technologies and the implications of this nexus of practice for the transformation of what it means to teach, learn, and communicate in L2 contexts.

/pdf/evolutionary-trajectories-internet-mediated-expression-and-2mdioz47mt.pdf

Steven L. Thorne

Papers

Sociocultural Theory and the Genesis of Second Language Development

Artifacts and Cultures-of-use in Intercultural Communication

Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming

Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex

Evolutionary Trajectories, Internet-Mediated Expression, and Language Education