Abstract
This study is intended to explore the learning outcomes of an English course in which digital texts become both the object of study and the means of assessment. The authors suggest the web project serves as a possible example of a transitional pedagogy where two ways of organizing and presenting information — of writing — are used simultaneously and toward mutually enhancing ends.
- Journal
- Kairos: A Journal of Rhetoric, Technology, and Pedagogy
- Published
- 2008-08
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