Response to Chapter 9

Richardson calls the internet, “[…] the most comprehensive source of information in history” (125). I completely agree with him; it is. I also feel that the internet should remain only informational, or educational. The vast amounts of information on the internet are becoming more and more collaborative (125). When students collaborate via the internet, its focus should be on something that will teach them. However, I feel that too much internet collaboration is a bad thing for students. Students, in my opinion, should learn the social ropes of group work while working face to face. There is much to be gained from working right next to somebody. I do not mean that the internet should never be used as a collaborative teaching tool. It should just be used in moderation.

A sub-heading in this chapter is entitled “New Literacies”. Technology is creating a new definition of what it means to be literate. Kids must learn to be critical readers, so as to judge if the content they are reading is worthy, is correct. In addition, students must learn to be publishers of information, since nearly everyone with internet access is capable of publishing work.
All of these changes in technology should also lead writing teachers to expand on the ways that they teach writing to students. Richardson quotes the National Endowment for the Arts as saying that less than 50% of adults in America read literature (131). This should speak to teachers. Our society is becoming fast paced. People find it harder to take the time to sit down with a good book. Examples of this can be seen through sports as well. America, a long time ago, was wild about baseball. Now, many baseball stadiums—save World Series games—are left barely occupied. The nation’s focus has shifted towards more fast paced and entertaining sports such as football and basketball.
Teachers need to do the same thing. They need to switch their focus to things that are fast paced and entertaining. Teachers should teach writing by using tools such as Moviemaker, which allow students to expand their written stories with things like music, images, and narration.