Coms 221 Instructional Communication Theory Reading Packet

ComS 221 Instructional Communication Theory Reading Packet

Spring 2007

Dr. Mark Stoner

Articles in Reading Packet (Purchase at CSUS bookstore)

Barthes, R. (1986).The rustle of language. New York: Hill and Wang, pp. 309-331.

Bernstein, B. (1975).Class, codes and control. London: Routledge & Kegan Paul,

pp.85-115.

Giroux, H. A. (1988).Teachers as intellectuals. Massachusetts: Bergin & Garvey,

pp. 1-10; 86-107.

Mehan, H. The role of discourse in learning, schooling and reform. In B.McLeod

(Ed.), Language and learning: Educating linguistically diverse students,

(pp. 71-96).Albany: StateUniversity of New York Press.

Morreale, S. P.,Applegate, J. L., Wulff, D. H. Sprague, J. The scholarship of teaching

andlearning in communication studies, and communication scholarship in the

process of teaching and learning, (pp. 107-123). In M. T. Huber and S. P.

Morreale (Eds.), Disciplinary styles in the scholarship of teaching andlearning.

Washington, D. C.: AAHE, 2002.

Ryle, Gilbert. (1971). Collected papers, vol II collected essays 1929-1968. New York:

Barnes and Noble,pp. 451-464.

Salomon, G. (1994). Interaction of media, cognition and learning.Hillsdale, NJ:

Lawrence Erlbaum Associates, pp. 1-27.

Vygotsky, L. (1997). Thought and language. Cambridge, MA: MIT Press, pp.96-145.

Readingsfreely available on-line:

Anderson, T. Toward a theory of online learning.Theory and Practice of Online

Learning. AthabascaUniversity.Retrieved December 21, 2006 from

Bainbridge Frymier, A., Shulman, G. M., Houser, M. (1996). The development of a

learner empowerment measure.Communication Education 45, 181-199.

Communication Education51 (October 2002) [The entire issue.]

Glenn, C. B. (2002). Critical rhetoric and pedagogy: (Re)considering student-centered

dialogue1. Radical pedagogy. RetrievedDecember 21, 2006 from

Moore, A., Masterson, J. T., Christophel, D. M., Shea, K. A.(1996).

College Teacher Immediacy and Student Ratings of Instruction.

Communication Education, 45, 29-39.

Nussbaum, J. F. (1992). Effective teacher behaviors. Communication Education, 41,

167-180.

Rodriguez, J. I. Cai, D. A. (1994). When your epistemology gets in the way: A

response to Sprague. Communication Education,43, 263-272

Sprague, J. (1992).Expanding the research agenda for instructional communication:

Raising some unasked questions.Communication Education, 4,1-25.

Sprague, J. (1992). Critical perspectives on teacher empowerment.Communication

Education, 41, 181-203.

Sprague, J. (1994). Ontology, politics, and instructional communication research: Why

we can't just ‘agree to disagree' about power.” Communication Education,43,

273-290.

Additions to Readings

* to be posted on WebCT as PDF docs.

*Alexander, R. (2005). Culture, dialogue and learning: Notes on an emerging pedagogy.

Presented at International Association for Cognitive Education and Psychology

(IACEP)10th International Conference, University of Durham, UK, 10-14 July.

Bourdieu, P., J. C. Passeron de Saint Martin, M. (1994).Academic discourse.

Oxford: Polity Press.

Christie, F.(Ed.).(1999). Pedagogy and the shaping of consciousness: Linguistic and

social processes.London: Cassell.

*Cronen, V. E, Pearce, W. B. and Changsheng, X. (1989/90). The meaning of “meaning”

in the CMM analysis of communication: A comparison of two traditions.

Research on Language and Social Interaction 23, 1-40.

*Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics

and Education, 5,93-116.

*Hasan, R. (2002). Semitotic mediation, language and society: Three exotropic

theories—Vygotsky, Halliday and Bernstein.

*Ipsen, G. (2003).The crisis of cognition in hypermedia. Semiotica, 143, 185-197.

*Lemke, J. L. (1997). Cognition, context, and learning: A social semiotic

perspective, (pp. 37-55). In Kirchner, D.& Whitson, J. A. Situated cognition:

Social, semiotic and psychological perspectives.Mahwah, NJ: Lawrence Erlbaum

Publishers.

*Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and

learners. Clevedon: Multilingual Matters, Ltd., pp. 64-88.

*Wells, G. (1994). The complementary contributions of Halliday and Vygotsky to a

language-based theory of learning. Linguistics and education 6, 41-90.