Toppling hierarchies? Media and information literacies,ethnicity, and performative media practices     

Kirsten Drotner  Christian Kobbernagel 《Learning, Media and Technology》2014,39(4):409-428

This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning.  相似文献   

Indigenous records: connecting,critiquing and diversifying collections     

Kirsten Thorpe 《档案与原稿》2014,42(2):211-214

  相似文献   

Evaluating the sustainability of SPARK physical education: a case study of translating research into practice     

Dowda M  James F  Sallis JF  McKenzie TL  Rosengard P  Kohl HW 《Research quarterly for exercise and sport》2005,76(1):11-19

Dissemination and sustainability of evidence-based physical education programs (PE) has been studied rarely. The sustainability of a health-related PE program (SPARK) was independently evaluated in 111 elementary schools in 7 states. Surveys were mailed to schools that had received SPARK curriculum books, training and follow-up (response rate = 47%). Up to 80% of schools that adopted SPARK PE reported sustained use up to 4 years later. Schools using SPARK had more frequent PE classes. Sustained use was related to support from the principal, not previously having a standard PE program, having adequate equipment, and teachers being physically active. Program sustainability was similar in advantaged and disadvantaged schools. Evidence-based PE programs can be sustained up to 4 years.  相似文献   

Information technology and privacy: conceptual muddles or privacy vacuums?     

Kirsten Martin 《Ethics and Information Technology》2012,14(4):267-284

Within a given conversation or information exchange, do privacy expectations change based on the technology used? Firms regularly require users, customers, and employees to shift existing relationships onto new information technology, yet little is known as about how technology impacts established privacy expectations and norms. Coworkers are asked to use new information technology, users of gmail are asked to use GoogleBuzz, patients and doctors are asked to record health records online, etc. Understanding how privacy expectations change, if at all, and the mechanisms by which such a variance is produced will help organizations make such transitions. This paper examines whether and how privacy expectations change based on the technological platform of an information exchange. The results suggest that privacy expectations are significantly distinct when the information exchange is located on a novel technology as compared to a more established technology. Furthermore, this difference is best explained when modeled by a shift in privacy expectations rather than fully technology-specific privacy norms. These results suggest that privacy expectations online are connected to privacy offline with a different base privacy expectation. Surprisingly, out of the five locations tested, respondents consistently assign information on email the greatest privacy protection. In addition, while undergraduate students differ from non-undergraduates when assessing a social networking site, no difference is found when judging an exchange on email. In sum, the findings suggest that novel technology may introduce temporary conceptual muddles rather than permanent privacy vacuums. The results reported here challenge conventional views about how privacy expectations differ online versus offline. Traditionally, management scholarship examines privacy online or with a specific new technology platform in isolation and without reference to the same information exchange offline. However, in the present study, individuals appear to have a shift in their privacy expectations but retain similar factors and their relative importance??the privacy equation by which they form judgments??across technologies. These findings suggest that privacy scholarship should make use of existing privacy norms within contexts when analyzing and studying privacy in a new technological platform.  相似文献   

Gaining access to everyday life information seeking     

Robert F. Carey  Lynne E. F. McKechnie  Pamela J. McKenzie 《Library & information science research》2001,23(4)

The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context.  相似文献   

An ethic of care and educational practice     

Marcia McKenzie  Sean Blenkinsop 《Journal of Adventure Education & Outdoor Learning》2013,13(2):91-105

Abstract

This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation.  相似文献   

Creating Quality Assurance in Curriculum: Theory and Practice at a Canadian Community College     

Pamela MacAskill  James Goho  Robert Richard  Kirsten Anderson 《Community College Journal of Research & Practice》2013,37(12):939-958

Quality Assurance in Curriculum is a customized solution to the problems of assuring curricular quality in a dynamic community college environment. It was designed by Red River College, a large, comprehensive community college in Western Canada, to address academic cross-jurisdictional issues in establishing and verifying curriculum. It is a system based on current theory in educational quality, and it uses a three-stage methodology incorporating a variety of survey, planning, and consultation techniques. Benchmarked data figure prominently in assuring academic program curricular conformance is measured according to accepted college mission and accepted standards. Initiated in 2000, each stage of the Quality Assurance in Curriculum strategy has moved from initial concept to preliminary trials through acceptance to full implementation across all academic faculties of the community college.  相似文献   

The Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students     

Stella SiWan Zimmerman  Michael C. Rodriguez  Kirsten L. Rewey  Sandra L. Heidemann 《Journal of Education for Students Placed at Risk》2013,18(4):452-481

The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk.  相似文献   

Closing the Gap Between College Entry and Employment     

Kirsten Kennedy  John R. Purdie II 《About Campus》2013,18(5):26-29

  相似文献   

Shifting Practices,Shifting Selves: Negotiations of Local and Global Cultures Among Adolescents in Northern Thailand     

Jessica McKenzie 《Child development》2019,90(6):2035-2052

Around the world, adolescents increasingly grow up as members of local and global cultures. Little is known, however, about how precisely adolescents in rapidly globalizing societies blend local and global cultures. Interviews with 40 (16- to 19-year old) Thai adolescents, evenly divided between rural and urban communities, were analyzed alongside participant observation data for the interplay between local and global linguistic and dietary practices. Results revealed that urban adolescents inhabited differentiated selves, alternating between local and global practices based on interactional partner. The activation of each assisted them in navigating—and in some cases, reshaping—hierarchies encountered in everyday relationships. Findings contribute to the developmental science of globalization and point to the utility of interrogating cultural practices as sites of self-negotiation in rapidly changing cultural contexts.  相似文献