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Angelina Russo Jerry Watkins Susan Groundwater‐Smith 《Educational Media International》2013,50(2):153-166
This paper posits that social networking can take a central role in learning in informal environments such as museums, libraries and galleries. It argues that social media offers young people agency previously unavailable in informal learning environments in order to explore complex responses to and participation with cultural content. The paper will consider transformations in digital literacy and the processes by which young learners can connect with knowledge in informal learning environments to become active cultural participants. Die Wirkung sozialer Medien auf informelle Bildung in Museen Dieses Papier postuliert, dass soziale Vernetzung eine zentrale Rolle im Lernen in informellen Umgebungen wie Museen, Bibliotheken und Galerien annehmen kann. Es behauptet, dass soziale Medien jungen Leuten als Agentur in informellen Lernumgebungen dienen können, die zuvor nicht verfügbar sind, um komplexe Antworten zu erkunden und Beteiligung mit kulturellem Inhalt zu erkennen. Die Autoren betrachten Transformationen in digitalen Fähigkeiten und den Prozessen, durch die junge Anfänger sich mit Wissen in anderen informellen Bildungsumgebungen verbinden können, um aktive kulturelle Teilnehmer zu werden. L’impact des medias “sociaux” sur l’apprentissage informel dans les musées Le présent article affirme que la mise en réseau humain peut jouer un rôle central pour l’apprentissage dans des environnements informels comme les musées,les bibliothèques et les galeries. Il avance que les medias “sociaux” offrent aux jeunes des moyens qui n’existaient pas auparavant dans les environnemetns d’apprentissage informels pour permettre d’explorer des réactions complexes et d’interagir avec le contexte culturel. Les auteurs examinent les mutations de la compétence numérique et les processus par lesquels les jeunes apprenants peuvent se brancher sur la connaissance dans des environnements d’apprentissage informels pour devenir des acteurs culturels dynamiques. El impacto de los medios colectivos sobre el aprendizaje informal en los museos Esta artículo postula que la creación de redes humanas puede desempeñar un papel central para el aprendizaje en entornos informales como los museos, las bibliotecas y las galerías. Apunta que los medios sociales ofrecen a los jovenes capacidades que antes no estaban asequibles dentro de los entornos de aprendizaje informal para explorar las respuestas complejas y interagir con el contexto cultural. Los autores consideran las transformaciones en el alfabetismo digital y los procesos a través de los cuales los jovenes alumnos pueden conectarse con los conocimientos dentro de esos entornos informales de aprendizaje para convertirse en actores culturales dinámicos. 相似文献
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Angelina Russo Jerry Watkins Lynda Kelly Sebastian Chan 《Curator: The Museum Journal》2008,51(1):21-31
Abstract Major museums worldwide are starting to use social media such as blogs, podcasts and content shares to engage users via participatory communication. This marks a shift in how museums publicly communicate their role as custodians of cultural content and so presents debate around an institution's attitude towards cultural authority. It also signifies a new possible direction for museum learning. This article reports on a range of initiatives that demonstrate how participatory communication via social media can be integrated into museum practices. It argues that the social media space presents an ideal opportunity for museums to build online communities of interest around authentic cultural information, and concludes with some recent findings on and recommendations for social media implementation. 相似文献
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Susan Brady Margie Gillis Tara Smith MaryEllen Lavalette Linda Liss-Bronstein Evelyn Lowe Wendy North Evelyn Russo T. Diane Wilder 《Reading and writing》2009,22(4):425-455
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade
teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable
mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment
of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts
prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated
with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured
teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning
and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction
(e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years
of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after
training.
相似文献
| Susan BradyEmail: |
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The epistemic unconscious is the history of the field. And it is clear that, to secure some chance of really knowing what one is doing, one has to unfold what is inscribed in the various relations of implication in which the thinker and his thoughts are caught up, that is, the presuppositions he engages and the inclusions and exclusions he unwittingly performs. (Bourdieu, 2000, p. 99) 相似文献
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