Some possible future research areas related to the use of hypertext for story-writing in schools are indicated by this study. The potential for pictures to contribute to students' understandings of Future research in hypertext story-writing While this study argues that pictures are a valuable component of a hypertext pedagogy, there is a caveat. Pictures produced with scanners or copied from clip art disks were not available to the students. This involved the use of graphics tools with Linkway, and the insertion of graphics into Storyspace which were produced using drawing programs. Students were given the opportunity to include pictures in their hypertexts. These areas were of particular interest because they were referred to by participating teachers or The use of pictures The pedagogical elements identified include the use of pictures in hypertexts, collaboration, screen-based writing, non-linear writing, and student oral presentations of hypertext stories with an LCD projector. While there were many issues which arose from the context of this study, a study of the data revealed five major areas which are of interest to students, teachers and other educators. The students were all in year eight, and had an average age Results During this time, five story writing activities were studied with 100 students, comprised of four groups of students in three schools. Data was collected in schools for 18 months. The intention of this approach was to allow patterns of data to emerge from the study. This research implemented a primarily qualitative paradigm in which intact secondary school English classes were observed as they used hypertext for the writing of stories. The aim of the study reported in this paper is to do this. However, if changes in societal expectations and improvements in hypertext software exert pressure on English teachers to adopt alternatives to pen and paper or word processing, there is also a need to identify appropriate pedagogical components, and to explore the impact of changed teaching practices on schools. Indeed, programs such as Linkway and Storyspace can be implemented which will allow school students to write hypertextual stories without the knowledge of programming or scripting which characterises early versions of Hypercard (Joyce, 1988 Slatin, 1990 Johnson-Eilola, 1992 Mackay & Mackay, 1993 Palumbo & Prater, 1993 Landow, 1994 Rosello, 1994). Recent advances in software development have led to the emergence of several hypertext programs which can readily be used in schools. The reconceptualisations of literacy which students bring to their classrooms increases the expectations that English teachers will explore alternative discourse forms such as hypertext. In particular, students are increasingly able to access hypertextual applications such as the World Wide Web from their homes. Such contexts include the use of computers. Recently, writers have, in broad terms, agreed on a view of literacy as being embedded in social practices and the procedural fabrics woven of contexts such as home and school (Street, 1984 Cochran-Smith, Paris & Kahn, 1991 Meek, 1991 Green, 1993 Lankshear, 1993 Luke, 1994 Rohl, 1994). Changes in society lead to new social and cultural practices, and these new practices, in turn, assist in redefinitions of literacy. There are disjunctions which exist between media usage in home and school, suggesting that schools' perseverance with a hegemony of print based literacies may be inappropriate (Cooper & Selfe, 1990 Downes & Fatouros, 1995 Snyder, 1996). Teachers of English in secondary schools face a problem.
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