Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Eleanor Rosch is an American psychologist. She is a professor of psychology at the University of California, Berkeley, specializing in cognitive psychology and primarily known for her work on categorization, in particular her prototype theory, which has profoundly influenced the field of cognitive psychology.
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as tactful behavior, fashion, or gift choices.
John Robert Anderson is a Canadian-born American psychologist. He is currently professor of Psychology and Computer Science at Carnegie Mellon University.
Electracy is a theory by Gregory Ulmer that describes the skills necessary to exploit the full communicative potential of a new electronic media such as multimedia, hypermedia, social software, and virtual worlds. According to Ulmer, electracy "is to digital media what literacy is to print." It encompasses the broader cultural, institutional, pedagogical, and ideological implications inherent in the major societal transition from print to electronic media. Electracy is a portmanteau of "electricity" and Jacques Derrida's term "trace".
Isabelle Yoffe Liberman (1918–1990) was an American psychologist, born in Latvia, who was an expert on reading disabilities, including dyslexia. Isabelle Liberman received her bachelor's degree from Vassar College and her doctorate from Yale University. She was a professor at the University of Connecticut from 1966 through 1987 and a research associate at the Haskins Laboratories.
Colin Lankshear is adjunct professor at James Cook University, Mount St Vincent University and McGill University. He is an internationally acclaimed scholar in the study of new literacies and digital technologies.
James E. Grunig is a public relations theorist, Professor Emeritus for the Department of Communication at the University of Maryland.
Michele Knobel was a Professor of Education in the Department of Teaching and Learning at Montclair State University and an internationally recognized researcher and scholar in the area of literacy education, new literacies and digital technologies.
Donna Alvermann is an American educator and researcher in the field of Language and Literacy Education whose work focuses on adolescent literacy in and out of school, inclusive of new media and digital literacies. Her most recent research interest involves developing historical-autobiographical methods for uncovering silences in scholarly writing that mask more than they disclose. She is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education in the Mary Frances Early College of Education at the University of Georgia (UGA). She is also a UGA-appointed Distinguished Research Professor in the Department of Language and Literacy Education.
Victoria Purcell-Gates is an internationally recognized researcher and professor in the field of literacy education. Using both qualitative and quantitative research methods, Dr. Purcell-Gates' research interests include the social and cultural literacy practices experienced by both children and adults.
A significant construct in language learning research, identity is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. Because of the diverse positions from which language learners can participate in social life, identity is theorized as multiple, subject to change, and a site of struggle.
Charles M. Reigeluth is an American educational theorist, researcher, and reformer. His research focuses on instructional design theories and systemic transformation of educational systems to be learner-centered: personalized, competency-based, and largely project-based.
Conceptual change is the process whereby concepts and relationships between them change over the course of an individual person's lifetime or over the course of history. Research in four different fields – cognitive psychology, cognitive developmental psychology, science education, and history and philosophy of science - has sought to understand this process. Indeed, the convergence of these four fields, in their effort to understand how concepts change in content and organization, has led to the emergence of an interdisciplinary sub-field in its own right. This sub-field is referred to as "conceptual change" research.
Tom L. Humphries is an American academic, author, and lecturer on Deaf culture and deaf communication. Humphries is a professor at the University of California, San Diego (UCSD).
Howard Wainer is an American statistician, past principal research scientist at the Educational Testing Service, adjunct professor of statistics at the Wharton School of the University of Pennsylvania, and author, known for his contributions in the fields of statistics, psychometrics, and statistical graphics.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Cynthia "Cindy" Selfe is an author, editor, scholar, and teacher in the field of Writing Studies, with a speciality in the subfield of computers and composition. She is Humanities Distinguished Professor Emerita in the English Department at the Ohio State University where she taught from 2006 until her retirement in 2016. Prior to that, she taught at Michigan Technological University. Selfe was the first woman and the first scholar from an English department to win the EDUCOM Medal for innovative computer use in higher education.
Quill is a suite of software tools. It was published by D.C. Heath and Company, in Lexington, MA, USA.
Marcia Elizabeth Farr is an American sociolinguist and ethnographer; she is an Emerita Professor of English and Linguistics at the University of Illinois at Chicago, as well as an Emerita Professor of Education and English at the Ohio State University.
