The Web and information literacy: scaffolding the use of web sources in a project-based curriculum     

Marion Walton  Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186

In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain.  相似文献   

Class,gender, (hetero)sexuality and schooling: paradoxes within working‐class girls’ engagement with education and post‐16 aspirations     

Louise Archer  Anna Halsall  Sumi Hollingworth 《British Journal of Sociology of Education》2007,28(2):165-180

This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations.  相似文献   

Exploring user participation approaches in public e-service development     

Fredrik Karlsson  Jesper Holgersson  Eva Söderström  Karin Hedström 《Government Information Quarterly》2012

It has been argued that user participation is important when public authorities develop e-services. At the same time there is limited research on the usefulness of existing user participation approaches in public e-service development. In this paper we, therefore, analyze how the three user participation approaches – participatory design, user-centered design, and user innovation – meet the strategic e-service goals of the EU and the US. In doing so, we identify three challenges that need to be considered when choosing among these approaches: 1) unclear user target segments can impede the fulfillment of usability and relevance goals, 2) the nature of participation can impede the fulfillment of democracy goals, and 3) lack of adequate skills can impede the fulfillment of efficiency goals.  相似文献   

Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines     

Zakiya S. Wilson  Lakenya Holmes  Karin deGravelles  Monica R. Sylvain  Lisa Batiste  Misty Johnson  Saundra Y. McGuire  Su Seng Pang  Isiah M. Warner 《Journal of Science Education and Technology》2012,21(1):148-156

In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s salient features on improving STEM retention through graduation for all students, particularly those from underrepresented groups.  相似文献   

Adolescent boys' science aspirations: Masculinity,capital, and power   总被引：1，自引：1，他引：0  

Louise Archer  Jennifer DeWitt  Beatrice Willis 《科学教学研究杂志》2014,51(1):1-30

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Group Work Management in the Classroom     

Karin Forslund Frykedal  Eva Hammar Chiriac 《Scandinavian Journal of Educational Research》2014,58(2):222-234

This study aims to provide a better understanding of teachers' managing roles when using group work in the classroom. Building on Granström's 2 concepts of leadership and teachership, a more specific aim is to investigate teachers' managing roles when using group work and how teachers' presumptions affect the way in which they manage the pedagogical mode. The results show that teachers' managing roles influence teachers' willingness to use group work. Teachers may be unwilling to use group work based on their presumption that it teaches students only collaboration abilities and not subject knowledge. This may be a supplemental yet significant explanation as to why group work continues to decrease in classrooms.  相似文献   

Potentiality for change? Revisiting an action research project with a sociomaterial approach     

Karin Gunnarsson 《Educational Action Research》2013,21(5):666-681

This article takes as its point of departure an action research project conducted in an upper secondary school in Sweden. The project had a practitioner research approach and was carried out with students in one class. In this article, I elaborate on the tensions that appeared during the project concerning collaboration and action. This is done by revisiting the project with a theoretical approach of sociomaterialism. Revisiting entails critically and creatively exploring how to comprehend collaboration and action differently. It raises question about who or what are involved in the collaborations and what are to be considered ‘good’ actions. Within the elaboration, collaboration and action become intertwined phenomena that are always working together. Furthermore, it proposes how the notion of intervention embraces the distributed and collective disposition of both collaboration and action. By addressing the notions of collaboration and action with a sociomaterial approach changing a teaching practice becomes a relational experiment without preset goals. The potential for change becomes within speculative interventions that affords various encounters and relations.  相似文献   

Building life world connections during school booktalk     

Katarina Eriksson  Karin Aronsson 《Scandinavian Journal of Educational Research》2013,57(5):511-528

In criticisms of children's literature, notions of 'fantasy' and 'realism' are pivotal. In school 'booktalk' conversations pupils referred to what is 'real' in three different ways: (i) by referring to feelings of or semblance to 'real' life, (ii) by invoking shared facts and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was, thus, a delicate balance between life world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.  相似文献   

Serial Argumentation Goals and Their Relationships to Perceived Resolvability and Choice of Conflict Tactics     

Jennifer L. Bevan  Karin D. Tidgewell  Karissa C. Bagley  Lauren Cusanelli  Meredith Hartstern  Domina Holbeck 《Communication quarterly》2013,61(1):61-77

The present study utilized a scale that measured Bevan, Hale, and Williams' (2004) serial argumentation goals and associated these goals with the perceived resolvability of the serial argument and serial argument conflict tactics. College students reporting on current and former dating partnerships completed a written survey containing close-ended items. Six of Bevan et al.'s (2004) ten original goals again emerged from data analyses, and the four remaining goals combined to form a single goal. These seven serial argument goals were related to perceived resolvability and conflict tactics in generally expected ways.  相似文献   

The academic and psychological benefits of exercise in healthy children and adolescents     

Martin Rasmussen  Karin Laumann 《European Journal of Psychology of Education - EJPE》2013,28(3):945-962

This review examines the psychological benefits exercise is connected to in healthy children and adolescents. Studies on the effect of exercise on academic performance, self-esteem, emotions, and mood were examined. Academic performance is found to be maintained when normal academic classes are reduced and replaced by an increase in exercise, physical activity, or physical education. Exercise seems to have a positive effect on several aspects of cognition and self-esteem in healthy children and adolescents. A positive connection between exercise and emotions and moods in children is found in the few studies that have been conducted.  相似文献