Creating Comparable Multimodal Corpora for Nordic Languages

Proceedings of the 18th Nordic Conference of Computational Linguistics NODALIDA 2011. Editors: Bolette Sandford Pedersen, Gunta Nešpore and Inguna Skadiņa. NEALT Proceedings Series, Vol. 11 (2011), 153-160. © 2011 The editors and contributors. Published by Northern European Association for Language Technology (NEALT) http://omilia.uio.no/nealt . Electronically published at Tartu University Library (Estonia) http://hdl.handle.net/10062/16955

ALANZ handbook 2018

Co-edited Handbook for participants at December ALANZ Symposiu

ALANZ 2018

1st December 2018 Waikato Institute of Technology (Wintec) Hamilton We are pleased to announce that the Call for Papers for the ALANZ SYMPOSIUM 2018 is now open. We invite proposals for paper presentations, interactive sessions and posters. The landscape of English language teaching is constantly changing and as teachers contemplate new cohorts of learners, they face this question: Is business as usual enough? In today’s settings there are new technologies to incorporate into learning and teaching, different teaching spaces becoming available, a need to balance fostering learner autonomy with the pastoral care of students, as well as ensuring that our teaching is relevant to the world our students face. We would like to adopt a collegial approach to this question and so invite abstracts from members and non-members of ALANZ and in particular from new and emerging researchers. Presentation types: * Oral Presentations: These will be allocated 20 minutes and 5 minutes for questions (25 minutes total) usually supported with visual aids. * Interactive sessions: These could be workshops or informal discussions around points of interest in Applied Linguistics (45 minutes) and could be supported by visual aids or activities. * Posters: Often some research projects can be best presented in a visual manner in the form of a poster. Abstracts (250 words max.) can be submitted to one of two committee members: * Anthea Fester email: [email protected] or * Celine Kearney email: [email protected] Deadline for abstract submission: 7th September 2018 Notification of acceptance: 28th September 201

ALANZ handbook

Co-edited Handbook for participants at December ALANZ Symposiu

ALANZ handbook

Co-edited Handbook for participants at December ALANZ Symposiu

Nurturing Empathy through Critical Media Literacy and Design Thinking: Partnering Pedagogy to Build Community

What counts in critical literacy education today and for learners’ futures? The neoliberal agenda in Canada prioritizes standardization, efficiency, and results- based performance. The social isolation and unrest of the global pandemic are reflected in media headlines and images. This thesis considers narrow views of success in light of critical educational practices that nurture competencies such as critical empathy, collaboration, and communication. This arts-informed multimodal research contemplates how educators can begin addressing what pedagogies work and are important for learners right now. This action research and thesis is framed by design thinking (Ask, Imagine, Design, Build, Evaluate, Refine and Share). Research examined experiences created in a primary classroom where pedagogies were designed to nurture critical empathy (CE) by utilizing design thinking (DT) and critical media literacy (CML). Students worked for a six-month period on an inquiry into family cultures and traditions, which included photographing an important family object, editing, and manipulating these photos (their own and their peers’) and sharing them with audiences. The photographic processes and pedagogies build on Wendy Ewald’s Literacy through Photography work. Data included photographs, journaling, and audio and video recordings were analyzed using my adaptation of Suchar’s (1997) framework. Findings indicated that CE could be nurtured through intentional experiences utilizing DT and CML, reaching both participants and a wider audience who interacted with student work. Specifically, CE was nurtured when students worked towards common goals through opportunities that built upon collaboration, communication, and problem solving over time. CE was nurtured when students had opportunities to become experts, take risks, practice being leaders, and make decisions in a safe and supportive environment. Lastly, CE was nurtured when students had opportunities to build relationships with their peers and consider multiple points of view. Limitations included separating teacher-learner from teacher-researcher roles, and restrictions put into place due to the global pandemic. This research examines and illustrates an alternative to performance-based “best practice” teaching. Utilizing critical literacy, multimodal, photographic pedagogies employed through design thinking, an environment was created where each student could be successful, and competencies were valued over standardized results

Chapter 9 Race and Racism in Digital Media

At the forefront of current digital literacy studies in education, this Handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. The chapter topics identified through academic conference networks, rigorous analysis, and database searches of trending themes are organized in five thematic sections: Digital Futures; Digital Diversity; Digital Lives; Digital Spaces; Digital Ethics. This essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice, will enable researchers to position their studies in the field and to generate new themes of inquiry