Literacy in a social media culture : an ethnographic study of literary communication pratices

Literacy is often considered a cornerstone of education that empowers people to participate in economic, social and cultural life. But what does it mean ―to be literate‖? Educational researchers, policy makers and teachers often feel tempted to present literacy as a fixed and universal set of skills, knowledge and attitudes (Livingstone, Bober, & Helsper, 2005; Buckingham, Banaji, Carr, Cranmer, & Willett, 2005). This conceptualization facilitates the construction of tests, benchmarks and teaching materials. However, scholars have demonstrated that literacy is not fixed or universal, but always situated in a social and cultural context (Street, 1993; Barton & Hamilton, 1998; Barton, Hamilton, & Ivanič, 2005). Based on this insight, they have questioned the dominant ―skills and benchmarks‖ approach in education which conceives literacy as neutral, monolithic and measurable (e.g. The New London Group, 1996; Gee, 2004). Scholars within New Literacies Studies2 have convincingly argued for an alternative approach to literacy in research, theory and education (see Street, 2003; Coiro, Knobel, Lankshear, & Leu, 2014). In the following sections of this introduction I will first present a brief overview of the empirical and theoretical insights that have contributed to the conception and development of New Literacies Studies. This analysis will also include a discussion of the two main questions that underlie much of the research from the New Literacies Studies tradition. In addition, I will focus more thoroughly on the historical connections between of literacy and media in general, and between literacy and literature in particular. In light of this discussion I will argue that the increasing ubiquity of social media presents a new opportunity for studying the transformations of literary culture and traditional print literacy. Finally, I will outline the research questions and focus of my research as well as the structure and argumentation of this dissertation

2017 The Impact of Reading Aloud to Children: An Evaluation of the Words Alive Read Aloud Program

This report, prepared by the Caster Center, is an evaluation of the Words Alive Read Aloud Program. Words Alive is a nonprofit organization focused on creating opportunities for life success by inspiring a commitment to reading.https://digital.sandiego.edu/npi-youth/1000/thumbnail.jp

Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents

A companion report to Carnegie's Time to Act, analyzes and rates commonly used reading comprehension tests for various elements and purposes. Outlines trends in types of questions, stress on critical thinking, and screening or diagnostic functions

Report on the theoretical framework and empirical toolkit for analysing literacy case-studies

In this report, we present a theoretical framework for the analysis and assessment of literacy practices and (socio)cultural participation (see section 1). In addition to this theoretical framework, we also present and evaluate a set of methodological tools. In order to evaluate this toolkit, C&E discusses the application of these methods for data collection and analysis, as well as their theoretical grounding (see section 2). Based on a case study of the developers’ discourse on social media platforms, we present part of the outcome generated with the methodological tools (see section 3). In the closing section of this report, we provide an overview of the affordances and limitations of the toolkit and briefly discuss how these issues will be addressed in the case studies that are now in progress. (see section 4)

Evolutionary Subject Tagging in the Humanities; Supporting Discovery and Examination in Digital Cultural Landscapes

In this paper, the authors attempt to identify problematic issues for subject tagging in the humanities, particularly those associated with information objects in digital formats. In the third major section, the authors identify a number of assumptions that lie behind the current practice of subject classification that we think should be challenged. We move then to propose features of classification systems that could increase their effectiveness. These emerged as recurrent themes in many of the conversations with scholars, consultants, and colleagues. Finally, we suggest next steps that we believe will help scholars and librarians develop better subject classification systems to support research in the humanities.NEH Office of Digital Humanities: Digital Humanities Start-Up Grant (HD-51166-10

Ideas in education, Volume 2 Number 1, Fall 1984

Volume 2 Number 1, Fall 1984 issue of Ideas in Education. It covers articles and abstracts of dissertations by faculty members and graduate students of the UCF College of Education

Annotated Bibliography of Research in the Teaching of English

Twice a year, in the May and November issues, RTE publishes a selected bibliography of recent research in the reaching of English. Most of the studies appeared during the six-month period preceding the compilation of the bibliography (June through December, 2000,for the present bibliography), but some studies that appeared earlier are occasionally included. The listing is selective; we make no attempt to include all research and research-related articles that appeared in the period under review. Comments on the bibliography and suggestions about items for inclusion may be directed to the bibliography editors. We encourage you to send your suggestions to [email protected], [email protected], [email protected], or melissa. [email protected]. You may also submit comments or recommend publications through the Annotated Bibliography page of RTE\u27s World Wide Web sire at http://www. ncte.org/rte/

From Page to Stage to Screen and Beyond

A group of Chicago youth media organizations have embarked on an evaluation process with adult program alumni to assess the degree to which hands-on media production and dissemination contributes to developing productive, independent, and engaged citizens. This report sets the stage for the evaluation, which began in late 2012 and will run through 2013, highlighting the work of youth media organizations in Chicago and exploring six dimensions, or outcome areas, that youth media organizations work within: journalism skills, news/media literacy, civic engagement, career development, youth development, and youth expression

Feeling the landscape: six psychological studies into landscape experience

In de zes studies van deze dissertatie zijn een aantal zowel praktische als theoretische vraagstukken met betrekking tot de beleving van landschap onderzocht. Landschapsbeleving wordt gedefinieerd als een dynamisch proces, als het resultaat van interacties tussen cultureel en biologisch bepaalde, algemene determinanten van de ervaring. In de studies wordt een aantal verschillende psychologische theoriën getoetst, en samen tonen deze het belang aan van psychologisch onderzoek naar landschapsbeleving. Het is de toepassing van methodologiën en theoretische perspectieven uit de psychologie, die het mogelijk heeft gemaakt tot de inzichten te komen over de interactie tussen mens en landschap, die het resultaat zijn van deze studie