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1.
A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and (3) whether there is sufficient similarity to conceptualise these websites as exemplars of the same genre. This paper employs the tools of critical discourse analysis (CDA), Genre Theory and Appraisal within the Systemic Functional Linguistics to study the language of 17 websites of private online language schools. The study aims to investigate whether the websites exhibit similar discourse and ideology and whether they might belong to the same ‘genre prototype’. The analysis reveals a considerable thematic, structural and rhetorical similarity between the websites and a high presence of neoliberal ideology.  相似文献   

2.
In Denmark, 1:1 classroom has been implemented in all public schools (grades 1–9). Each student regularly accesses, processes, produces and exchanges written material using a computer (PC, laptop, tablet, etc.). These devices are considered as tools to enhance educational objectives, and in the article I present findings from research about how these devices might be used to enhance the students’ acquisition of literacy skills. An internationally comparative analysis by the OECD of the digital skills that students have acquired shows no appreciable improvements in student achievement in reading in the countries that ‘had invested heavily in educational technology’. The Danish cases presented in this paper, however, identify ways of using digital technology in order to improve student digital literacy skills. They provide evidence suggesting a positive influence on student reading, creating and sharing of learning material in 1:1 classrooms. The results gained are considered critical in the sense that they can be generalized with a view to future development of 1:1 educational initiatives.  相似文献   

3.
This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas.  相似文献   

4.
While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around the critical consumption of digital forms) with the recent turn towards ‘digital design literacy’ (based around the production of digital forms). In doing so, three challenges emerge for the continued relevance of critical digital literacy: (1) the challenge of critiquing the ideological concerns with the digital without alienating the individual's personal affective response; (2) connecting collective concerns to do with social and educational inequalities to individual practices; and (3) cultivating a critical disposition in a context in which technical proficiency is prioritised. The paper then concludes by suggesting a model of ‘critical digital design’, offering a framework that might bridge the divide between critical literacy models and the more recent design-based literacy models.  相似文献   

5.
Colin Harrison 《Literacy》2018,52(3):153-160
Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses – the Vygotskian concept of obuchenie and Mercer's notion of ‘inter‐thinking’ – to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio‐cognitive prerequisites of group learning in Internet searching tasks, while the concept of ‘interthinking’ offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.  相似文献   

6.
By the year 2000, the management of education in England had lost much of its capacity to ensure the commitment of headteachers and teachers. As market forces engendered competition among schools, the bureaucratic monitoring of schools by agencies of government increased on the grounds that objective and comparable data about schools should be made public so that parents could express a rational choice of school. Levels of stress increased; workloads intensified. Thereafter, a series of ‘softer’ approaches emerged in order to deal with this. They have coalesced around the concept of ‘leadership’, particularly distributed leadership and, more recently, emotional leadership and spiritual leadership. Distributed leadership draws on socio-cultural activity theory; emotional leadership is informed by positive psychology; spiritual leadership by eastern mysticism. Each has its advocates and its critics. At issue, however, is not so much their relative effectiveness but rather it is to relate them to the economic, cultural and political trends which have allowed them to emerge. These ‘soft’ normative leadership approaches have not supplanted a digitally-informed rational bureaucratic form in education; they are supplementing it. The theoretical stance taken falls within the field of critical theory.  相似文献   

7.
ABSTRACT

Health technologies like computers and the internet are considered as essential tools in addressing various health problems of various age groups including the elderly. Through a multi-aspect survey questionnaire, this study examined the role of attitudes toward computer and internet on the behavioral intention for telehealth participation among a select group of Filipino elderly who underwent a basic computer and internet training for Telehealth program. Using regression analysis, results showed favorable attitude toward computers (x = 6.23) and internet (x = 6.40) among the elderly respondents after a computer literacy training. Their behavioral intention to use telehealth was greatly influenced by ‘computer confidence’ (β = 0.24) and ‘web usefulness’ (β = 0.24). Results of this study highlight the importance of telehealth literacy program in ensuring compliance and engagement among the older adults.  相似文献   

8.

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

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9.
In the past decade, family literacy has been the focus of considerable research. This work has suggested multiple understandings of involvement, and that many schools tend to work within a definition of parent involvement that does little more than seek to conform parents and their children to the literacy practices of schools. This paper reports research that has considered how parents take strategic action on their own and their children's behalf to increase their educational opportunities. It looks closely at the ways relationships between families and schools are constructed, and presents two ‘telling cases’ of families' responses to school literacy practices assigned for work at home. In doing so, it attempts to bring voices from Australia to the dialogue on ways of viewing parental involvement. It does this from a community centred perspective with the focus on the process of constructing shared meanings and understandings. The research examines the specific literacy practices that are honoured and dishonoured in the name of ‘parent involvement’. In doing so, the paper attempts to make visible the potential ‘winners’ and ‘losers’ in the development of home-school literacy partnerships.  相似文献   

10.
Book Review     
This paper is a critical review of some recent literature around the ‘literacies of the digital’ in schools and higher education. It discusses the question: ‘what does the conjoining of the terms “digital” and “literacy” add to our understanding of teaching and learning in higher education’? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.  相似文献   

11.
Chris Bailey 《Literacy》2023,57(2):120-131
The concept of neurodiversity has fuelled a social justice movement advocating for the rights of those whose lives diverge from a socially-constructed default. However, deficit understandings of disability persist in educational settings and neurodivergent people continue to face disadvantage and discrimination in organisations constructed on normative understandings of the world. Although New Literacy Studies is concerned with ideas of power, dominance and worth, there is a notable lack of work that connects NLS with issues of neurodiversity. In this paper, I introduce the term ‘neurodivergent literacies’ to propose a field of study that links the ideological model of literacy with the neurodiversity paradigm. From this starting point, I outline a project that examined literacies around what are often referred to as the ‘special interests’ of autistic people. Presenting data from interviews with 13 neurodivergent adults, related to school experiences and the literacies they engage with around their self-defined ‘ruling passions’, I make recommendations for literacies practitioners, arguing that schools need to do more to take account of difference and disability. By describing how ‘neurodivergent literacies’ can help teachers harness their own critical literacy skills to challenge deficit models of difference in the classroom, this paper illuminates how an understanding of neurodiversity is essential for anyone teaching and researching literacies with a commitment to social justice.  相似文献   

12.
In this article I argue that current government policy for teaching literacy in schools in England is part of a broader ideology of homogeneity which is visible in other dominant-culture institutions. Despite the multilingual nature of England and its schools, the dominant discourse is one which values English at the expense of other languages, leading to the ‘misrecognition’ (Bourdieu, 1998b: 131), by majority and minority language speakers alike, of English as the sole language of symbolic capital. While the first part of this article outlines the monolingual ideology of current literacy policy in schools in England, and locates this in the context of a similar ideology evident in discourses beyond education, I also suggest that this process of symbolic domination is not inevitable. Schools need not be sites of social and cultural reproduction. They can challenge existing relations of power in society, and put in place structures and practices which question and even reverse the coercive relations between majority-culture schools and minority-culture communities and their children. I propose some ways forward in the development of structures which can enable schools to become sites of social and cultural transformation, rather than reproduction.  相似文献   

13.
Considering the importance of digital skills in university education, this article reports on a study which examined access to technology among first year students at a rural South African university. The study focused on the digital readiness of students prior to their admission to the university, since many universities provide access to computers and the internet. The survey of 156 first year students revealed that 73 per cent of the students had no access to computers at their high schools and 82 per cent of students from rural high schools had no computer access and internet at their schools. Most students from rural areas used a computer for the first time when they were 19 years and older. Many students gained access to computers and the internet for the first time at the university. As a result, they enter the university digitally disadvantaged. Solutions that involve initiatives to provide access to technology are required in addition to digital literacy for educators at high schools.  相似文献   

14.
教育大数据的发展离不开信息与通信技术(ICT)的广泛应用。基于PISA 2015学生ICT问卷和科学素养得分,通过对基础教育阶段学生个体科学素养表现的综合测评,可以详细探究包含中国在内的10个发展中国家的学生ICT水平与其科学素养得分之间的潜在关系。研究发现,以上发展中国家的学生如果在6岁及以前第一次接触电脑从一定程度上将对学生的科学素养产生积极影响;学生在学校或校外使用网络的时间如果超过4个小时或继续增加,科学素养则会出现显著下降趋势;允许学生在可控的时间范围内(如1~2小时)高效合理地使用网络,能在一定程度上提高学生的科学素养。对于中国学生,家校首先应鼓励并倡导其在"6岁及以前"接触诸如电脑等ICT设备,从而促进学生科学素养的形塑与提升;其次,工作日期间,无论是校内还是校外,家校都应严格监督并限制学生ICT电子产品以及网络的使用;再者,周末期间,家校应倡导学生在可控的时间范围内高效合理使用网络,"一刀切"或者肆无忌惮的放纵都将产生难以估量的恶性影响。  相似文献   

15.
In discussions about improving the quality of basic education in the developing countries much focus has been on education functioning to improve the economic conditions of individuals. Basic education as critical literacy which empowers people to improve their social and personal lives by participating politically in decision-making processes relating to equitable distribution of economic wealth appears to be missing from the discussion on basic education. Grounding her arguments in observations of classroom teaching in two developing countries, the author argues in this article that the current ‘socialization’ approach to education in the developing countries needs to be replaced by innovative, critical approaches involving ‘resocialization’ if basic education is to play a role in improving the lives of the masses. What some developing countries are doing in teacher education to achieve this innovation is also discussed.  相似文献   

16.
The paper deals with the concept of ‘Critical Literacy’ in the context of VET teacher education. It focuses on the question of whether and how critical literacy can be developed drawing on elements of discourse research. This is illustrated by means of a higher educational setting, dealing with business administration textbook usage and research. The impact of our learning and teaching setting is illustrated via an empirical longitudinal study (three-phase pre-post design) of students doing a master’s degree in business education at an Austrian university. Data were initially collected directly before and after the university seminar using a semi-standardised questionnaire (n = 54). In order to obtain an insight into the sustainable impact of our discourse analysis course on students’ thought and actions, in the third phase of data collection, eight participants, who in the meantime had four months experience in VET schools as student teachers (120 h) were invited to a qualitative interview. The paper encompasses a theoretical discussion on the concept of critical literacy, applies it to the target group VET teacher students and shows empirical evidence on pros and cons of discourse analytical course design aiming at the critical literate teacher.  相似文献   

17.
Abstract

Digital literacy is often proposed as a means of dealing with the problems apparently caused by ‘fake news’. This positioning article considers some of the difficulties with this approach. It argues that fake news is not an isolated phenomenon, but one that needs to be understood in a much broader social, economic and cultural context. It also addresses the practical possibilities and difficulties of teaching in this area. The notion of ‘digital literacy’ appears to define the phenomenon in technological terms. By contrast, this article suggests that we need a broader notion of media literacy, which is based on critical thinking about the economic, ideological and cultural dimensions of media. Even so, the article suggests, the broader problems that are at the root of the problem of ‘fake news’ are unlikely to be solved very easily.  相似文献   

18.
Takayanagi Taeko 《Compare》2014,44(5):826-844
This paper aims to challenge limited notions of literacy and argues for the recognition of Maasai women’s self-determined learning in order to bring about human development in Kenya. It also seeks to construct a complex picture of literacy, drawing on postcolonial feminist theory as a framework to ensure that the woman’s voice is heard. Through the analysis of narratives from three Maasai women, the author discovered that: (1) these ‘illiterate’ women have their own literacy through which they read the world (their community); (2) these women use this self-determined literacy to raise critical awareness on community issues; and (3) these women have become ‘organic intellectuals’ in that they have the capacity to synthesise information and skills in order to solve community issues by themselves. This paper concludes that a literacy programme should be more centred on the women from the village and must acknowledge their traditions and culture.  相似文献   

19.
Action research has become a widely accepted and recommended methodology for teacher research. With the current climate of collaborative planning within primary schools. it has been seen as a process which could exist naturally alongside such activity, with much being made in the rhetoric of its essentially ‘collaborative’ character. But such claims are problematic. They derive importantly from epistemological considerations, but weaknesses may be found in such arguments when they are considered against the reality of the process in action. This article considers the claims for the collaborative nature of action research in the context of the progress of a coordinated inquiry in a primary school, within which the author was involved. Whilst recognising their importance, it challenges the arguments for insisting on collaboration as a prerequisite for the most ‘effective’ action research, suggesting that all action research is fundamentally personal. It also raises the question of whether participation in the process may itself raise conflicts with the need for a collaborative structure to ensure critical reflection and valid knowledge claims, suggesting that action research may at times have effects at a personal level which could produce severe tensions in the maintenance of a collaborative situation.  相似文献   

20.
ABSTRACT

Despite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured interviews, photography and documentary analysis, findings were constructed through critical dialogue between the group of six researchers. A concept of liminal spaces is used to analyse the schools’ work in seeking to move individuals, families, and communities beyond that which they previously knew, foregrounding norms, practices, and discourses constructed on the ‘inside’, and highlighting aspects in tension with the imagined ‘outside’. These schools’ conceptualisations of poverty are shown to be complex and multifaceted, and suggestions are made to employ liminality for articulating and critically exploring the spaces and transformations that schools seek to construct.  相似文献   

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