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1.
This article addresses how methodological approaches relying on video can be included in literacy research to capture changing literacies. In addition to arguing why literacy is best studied in context, we provide empirical examples of how small, head‐mounted video cameras have been used in two different research projects that share a common aim: understanding the complex ways in which literacy is a part of school practices. The complexity of literacy practices taking place in classrooms, where students draw on a number of texts for a variety of purposes and different literacy discourses co‐exist in the same setting, poses a serious challenge for those who wish to study literacy in educational settings. The methodology presented in this article is our attempt to meet this challenge. Our approach relies on using video equipment in innovative ways to capture multiple perspectives, involving research participants in the data collection process and the early stages of analysis, and analysing video data with digital coding software. These methods are combined to obtain a more systematic and detailed insight into the contexts in which literacy takes place. 相似文献
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In this paper, we present a case study of a philanthropic literacy initiative, Dolly Parton's Imagination Library, a book‐gifting scheme for under 5s, and consider the impact of the scheme on literacy policy in the English city where it was introduced. We bring four lenses to bear on the case study. First, we analyse the operation of the scheme in the community it was intended to serve; second, we consider the case study as an early literacy intervention aimed at promoting reading development; then we consider it from the perspective of theories about marketing and branding; and finally, we analyse it from the perspective of new philanthropy theory. We use these lenses to help us make sense of the current pressures on educational policy‐making in English cities, as city officials struggle to manage competing political agendas, to initiate reforms in situations where they have significant responsibilities but reduced power, and to maintain the distinctiveness of the places they represent. We argue for the need to reassess our understandings of the ways that literacy policies are made at the local level within this rapidly changing context. 相似文献
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This paper considers what early years practitioners need to know about bilingual acquisition. It argues that bilingualism is not only an asset in the classroom and the community, but also an individual and family achievement that requires commitment and determination. The different contexts of bilingual acquisition are considered, along with the implication for a successful outcome. In particular, given our current understanding of the processes of language acquisition, the role of the input in each of the two languages will be discussed; the implications of this for early years teachers/practitioners are also considered in order to find the most effective ways of supporting bilingual development in the classroom. 相似文献
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ABSTRACT This study examined ways in which Information and Communication Technology (ICT) plays a role in contexts between two countries: the US and South Korea, comparing individual situations and structural factors that support the use of ICT among older adults. Surveys were administered to 113 US and 104 Korean community-dwelling respondents, inquiring about their ICT use, eHealth Literacy, and Social Capital. Significant differences between the two countries were found in respondents’ educational levels, marital status, and types of social activities. A vast majority of Korean elders (77.9%) reported being current users of the Internet, compared to 63.7% of their US peers. A greater level of eHealth literacy was found among Koreans. In both groups, factors affecting eHealth literacy included educational levels and confidence in using ICT. In both countries, ICT can provide a diverse array of online resources for low-income elders to manage their health problems and maintain social connections. Hence, further services are needed to help older adults become more involved in technology in order to maximize the utilization of ICT. 相似文献
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Katie E. Squires Sandra L. Gillam D. Ray Reutzel 《Early Childhood Education Journal》2013,41(6):401-411
Speech language pathologists (SLPs) have developed specialized knowledge about oral language and its relationship to early literacy development that can be particularly useful to early childhood educators. The purpose of this article is to highlight ways in which an SLP can support early childhood teachers in a Response to Intervention role by assessing and facilitating young students’ early literacy acquisition. In this article, we observe students who are struggling to attain one of the Common Core State Standards, discuss factors that may inhibit their typical development of early literacy, and illustrate several evidenced-based instructional practices to assist young students who struggle with reading to achieve success. 相似文献
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Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case‐study schools. Comparative analysis revealed that literacy curriculum policy processes in both case‐study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning. 相似文献
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识字教学是小学语文教学的重点内容,特别是低龄学段的学生更是需要打好识字基础。学生对生字词的掌握程度不仅影响学生语文学科的学习效果,而且也同样影响学生在数学等其他学科的学习效果。新课标要求在小学阶段学生要认识3000个常用字,其中要会写2500个汉字,而要达到这一要求就需要语文教师保证识字教学的效果,基于此,笔者研究了识字教学中的趣味化教学策略,希望能够提高学生的识字能力。 相似文献
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Katina Zammit 《Education and Information Technologies》2013,18(2):205-214
Literacy for a 21st century context is far more complex than reading and writing print. As society and information and communication technology (ICT) has changed, so what counts as literacy and how a person is deemed to be literate has changed. Students from low socio-economic backgrounds in the later years of schooling require access to multiple literacies mediated through ICT and to teachers who are willing to provide opportunities for them to be taught explicitly. ICT can promote the learning of the content as well as learning the literacies associated with specific subject areas. This paper will focus on how three teachers in the later years of schooling (years 9–12) used technology to enhance learning and engagement of students in learning the literacies associated with their subject. They challenged the hegemony of print literacy by providing opportunities to develop students understanding, critique and creation of multimodal texts, but also supported students in achieving more effective print literacy. These teachers provided appropriate teaching for students from low socio-economic backgrounds, engaging them in thinking, feeling and acting at high levels while simultaneously providing positive messages about their knowledge, ability, control, place and voice. Their pedagogical approach supported the development of cultural and social capital that will enhance their students’ life options. 相似文献
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Western research over the last decade has shown that early childhood (EC) teachers’ perspectives on the role of Information and Communication Technologies (ICT) in the early years strongly shape young children's experiences in educational settings and affect the integration of ICT into the classroom. The research in China is scant however. This article reports a study of Chinese EC teachers’ views on the use of ICT in preschools. Data consist of illustrative original quotations generated from interviews with four teachers, as part of a larger study. This study shows that Chinese preschool teachers had an emerging understanding about social and technological impacts on the use of ICT in early childhood education (ECE), but they recognised the value of ICT for young children and themselves in a limited way. This restrained young children's active and meaningful use of ICT for early learning and development. We argue that there is a need to develop explicit ICT polices and curriculum guidelines for the ECE system that emphasise young children's active and creative use of ICT for early learning and development, and better support teacher learning. 相似文献
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Information literacy, encompassing the ability to access, evaluate and use information in contemporary ICT environments, today has a place on the graduate profiles of many Australian universities. Growing recognition of the importance of information literacy at national and institutional levels, raises the fundamental question of how to raise the awareness of a university community about this significant issue in order to make it a focal point in learning design and support. In 1999 the Australian Catholic University (ACU) tackled this question and responded by conceiving a university-wide teaching and learning enhancement project that targeted staff at all levels of the university, across all campuses and all disciplines. In reporting this project, Bowden and Marton's (1998) framework of depicting learning as changing awareness at the individual and collective level is adopted. Key features of the project are discussed, including our developing interest in influencing the ACU collective consciousness, key strategies for bringing information literacy into focus, the learning that occurred at a collective level, and ways of continuing to thematize information literacy. We conclude with some reflections on the collective consciousness framework in relation to the academic development context. 相似文献
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Abstract In this article, we investigate the use of multimedia information and communication technologies (ICTs) in integrated arts projects in two secondary schools. The ways in which teachers and students make sense of the technologies in relation to the dominant discourses of education/technology policy and educational research are explored before considering the implications for curriculum and teacher development. The ICT in the word contrad(ICT)ions is emphasised to represent the ways in which teachers and students' use of multimedia exposes and makes visible problematic issues in relation to literacy, school subjects and pedagogy. 相似文献
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Janet Scull Andrea Nolan Bridie Raban 《International Journal of Early Years Education》2012,20(4):379-391
This paper examines how literacy is defined and enacted by teachers in early childhood programmes pointing to the differing ways views of early literacy impact practice. It is argued here that early literacy development during the years before school is dependent on children's experiences of having literacy activities modelled around them and the ways in which adults include them in their everyday literacy interactions. Early childhood teachers reveal differing understandings of early literacy during the years before formal school and this impacts their decisions concerning literacy activities and practice within their preschool rooms. Three early childhood teachers are presented here, through video clips and video-stimulated interviews around their literacy activities with preschool children. They demonstrate a range of practice which is shown to depend on their views of young children's literacy development. These vignettes have implications for further professional discussion and learning. 相似文献
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Helen Drenoyianni 《Education and Information Technologies》2006,11(3-4):401-413
Has ICT changed education? Has the reformative, humanistic and emancipatory role that many educators have envisaged for ICT in education been realized in the reality of classrooms? Bearing in mind these two critical questions, the present paper attempts to approach the visionary narrative of the so-called information society (in recent times also referred to as knowledge society) and the rhetoric underlying the role of ICT as an agent for change and a substitute for education. Latest international facts and figures are examined with the purpose of assessing the realization of this role and raising critical arguments against the idea of perceiving ICT as the totem of educational change. From this evidence, it is argued that educational media and tools cannot revolutionize, but can only strengthen, further and reinforce established educational goals, curriculum contents, teaching and learning methods. This leads us to conclude that, as the educational use of ICT becomes assimilated, it mirrors and to a certain degree broadens or exacerbates prevailing socio-economic problems and current educational conditions. Thus the main focus of the paper is to attempt to redefine and re-approach the role of ICT from a human and democratic standpoint. It concentrates on ICT success stories, which seem to whisper the critical pedagogy tale. These stories serve as an avenue for reflecting upon the liberating possibilities of ICT, which can flourish when they are embedded in an alternative and progressive educational setting. In such an educational context, ICT represents an interesting, challenging and essential educational theme, one of the necessary keys for unlocking, understanding and participating in a competitive, demanding and insecure world. On the other hand, critical use of ICT tools enhances, promotes and extends democratic curriculum practices, processes and structures by offering students and teachers a multiple set of media and tools for expression, interaction, creation, reflection, analysis, construction, communication and meaning making. Focusing on students’ participation in common life as critical, knowledgeable, conscious and able citizens appears to bring about a new conception of ICT, namely a critical pedagogy and pedagogy of praxis perspective towards ICT. Yet, for such a focus to prevail we need to change our view of what it means to educate and what it means to be educated. 相似文献
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Abstract Environmental literacy has been defined in numerous ways and attempts have been made to measure how environmentally literate people are. Many attempts to measure literacy have instead measured people's knowledge about pollution and their attitudes toward the environment. According to many environmental education experts, knowledge and attitudes are important components of environmental literacy, especially if the goal of environmental education is to change behavior. However, the experts also indicate that, to change an individual's behavior, knowledge about the environment must be associated with environmental sensitivity, personal beliefs, and decisionmaking and problem-solving skills. The research presented in this article contributes to environmental literacy research by offering a tested, valid survey instrument to measure ecological knowledge—one component of environmental literacy. In this article, we provide an example of how this instrument can be applied by comparing knowledge levels among diverse groups of Ohio citizens. 相似文献
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Barbara Comber 《Literacy》2023,57(2):88-93
As part of this special issue on ‘Literacy for social justice’, and at this moment of post-pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators need, how scholars and educators can work together to produce change, and where we can see hope in critical literacy and social justice education right now, as part of promising anti-racist, decolonizing, and intersectional literacy frameworks and practices. 相似文献
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This article draws on data from a three‐year Australian Research Council‐funded study that examined the ways in which young children become numerate in the twenty‐first century. We were interested in the authentic problem‐solving contexts that we believe are required to create meaningful learning. This being so, our basic tenet was that such experiences should involve the use of information and communications technologies (ICT) where relevant, but not in tokenistic ways. This article highlights learning conditions in which young children can become numerate in contemporary times. We consider ‘academic’ or ‘school‐based’ mathematical tasks in the context of a Mathematical Tasks Continuum. This continuum was conceptualised to enable focused and detailed thinking about the scope and range of mathematical tasks that young children are able to engage within contemporary school contexts. The data from this study show that most of the tasks the children experienced in early years mathematics classes were unidimensional in their make up. That is, they focus on the acquisition of specific skills and then they are practiced in disembedded contexts. We suggest that the framework created in the form of the Mathematical Tasks Continuum can facilitate teachers’ thinking about the possible ways in which they could extend children’s academic work in primary school mathematics, so that the process of becoming numerate becomes more easily related to authentic activities that they are likely to experience in everyday life. 相似文献
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Abstract This article explores a number of ways in which information and communications technologies (ICT) have been incorporated and integrated in a teacher education program in order to extend opportunities for students to interact with ICT as part of their preparation for becoming early childhood professionals. It describes three examples where ICT have been utilised in different contexts to promote understanding of the implications of technologies in educational settings, to engage students with powerful conceptual ideas and as a means of communication between students on campus and those in remote areas. The examples reveal that both undergraduate and graduate students indicated that they were at a novice stage of use and understanding before embarking on the courses. In addition, the examples show that participation in the courses helped students to come to terms with computer technology as a device that could help them both to acquire new forms of knowledge as well as extend the possibilities for interactions with other early childhood professionals who were located in remote areas. The examples also highlighted the need for teacher educators to become aware of the variety of ways in which ICT can complement and extend teaching and learning contexts in new and dynamic ways rather than be used to perpetuate existing pedagogical strategies that need to be reconceptualized in the information age. 相似文献
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In terms of the University of Edinburgh, there are lessons for us from our data, plus some insights from recent surveys and interviews we have conducted with various groups around the university. New students’ reporting of apprehensiveness with respect to use of ICT in their studies has been falling over the years, but now appears to be reaching a stable baseline, perhaps reflecting a group in our population with general apprehensiveness about university life and studies. The steadily rising temale:male ratio in our undergraduate population will tend to exacerbate this issue. One approach which we could take would he to give more information to prospective students about the extent and types of use of ICT in their courses, and to focus in on this topic in the early days and weeks of the first term. Another approach is to provide more explicit guidance to students about the sorts and levels of skills we expect graduates to achieve. We know that students leaving the university for professions such as teaching, medicine and law are more confident about the match between their future employers’ needs than are other students, probably because the courses leading to professional qualifications are more explicit than are more “academic” subjects. Provision of materials to enable students to self-assess their skills against objective tasks might enable men and women to become more accurate in their self-reporting of skills. The formal demonstration (even to oneself) of one’s ICT skills may be more of a support to the technological confidence of women than of men. Although the point applies equally to any students who are anxious about their skills in this domain: self assessment is more important to those low in confidence than to those high in confidence. An example of such objective testing can be found in the European Computer Driving Licence (www.ecdl.org). At present, the university favours integration of ICT skills development into academic studies, which although good for encouraging engagement by its relevance, may well make wider and generic self-assessment more difficult. 相似文献
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ABSTRACTThis conceptual article examines how ready-made assumptions about literacy both frame and limit understandings of new communicative practices in educational contexts. Proposing a tripartite heuristic that interrogates the appearance of literacy in terms of emergence, semblance and performance, it uses stories from a study of touchscreen tablets in one early years setting to illustrate the social-material arrangements associated with moments when tablets became texts to be looked at, shared or made. The authors argue that a sociomaterial sensibility can not only sensitise researchers to new communicative practices, but also to the ways in which sociomaterial arrangements help to construct habits of noticing often active in accounts of literacy practice and research. It is their contention that exploring the relations between emergence, semblance and performance is particularly valuable at a time when conceptualisations of literacy are being challenged in response to diversifying communicative practices. 相似文献