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The Potentials and Limitations of Print as a Medium of Instruction


by John B. Carroll — 1974

The task of this paper is and must be to defend print as a medium of instruction. This task is paradoxical in the extreme, if only for the reason that all the "papers" for this yearbook were initially circulated in "print" (if one can use that term for mimeograph), now formally appear in print, and, if they are attended to at all, will be nearly always read rather than listened to. It is also paradoxical because I am very sure that, whatever I might say in this paper, instruction will continue to occur in the print medium—if anything, increasingly so. It does not appear necessary to defend print as a medium of instruction, yet it is. Voices have been raised to the effect that print is a plague upon us. After having devoted a considerable amount of effort to reviewing the research literature on learning from verbal discourse—primarily printed discourse—I find myself confronted with the coy question: why should anyone want to learn from printed discourse?


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This article originally appeared as NSSE Yearbook Vol 73, No. 1.


Cite This Article as: Teachers College Record Volume 75 Number 5, 1974, p. 151-179
http://www.tcrecord.org ID Number: 19422, Date Accessed: 12/16/2017 11:21:18 PM

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About the Author
  • John Carroll
    Educational Testing Service
    JOHN B. CARROLL works at Educational Testing Service in Princeton, New Jersey.
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