Dodgy data, language invisibility and the implications for social inclusion: A critical analysis of indigenous student language data in Queensland Schools

As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in sch

Early childhood teachers’ conceptualization of learning in three different educational public school settings

In this era of high stakes testing and accountability, how and what children learn in the early childhood classroom depends ultimately upon what their teachers make available to them (Goldstein, 2008; Lipsky, 1980). What teachers bring to children is thought to be associated with their beliefs about learning, and beliefs have been found to impact teacher behaviors i.e. classroom management, instruction, pedagogical methods, planning, and the students’ educational experience (Banu, 2014; Wiebe-Berry, 2006; Gutiervez, 1994; Brophy & Good, 1974; Avgitidou et al 2013). This study explored the links between a teacher’s conceptualizations of learning and her classroom practices and interactions with children. This was an ethnographic case study built with grounded theory as a way of interpreting and analyzing data. Three public-school settings located in central Texas were chosen as research sites—a public elementary school, a public charter school, and a Head Start. The participants were four prekindergarten teachers located in central Texas. Teachers’ conceptualizations of learning, the learner, and the role of the teacher were extricably intertwined and influenced the types of learning experiences teachers provided to children and the nature of the interactions in the classroom. Teachers’ conceptualizations of learning was influenced by their workplace environment and influenced the way in which they responded to the various ecologies present in their educational setting.Curriculum and Instructio

Embedded Librarianship in Scholarly Communication: Perceived Roles of Academic Librarians in Malaysian Research Intensive Universities

When scholarly communication is placed at the forefront of Malaysian research universities, the need for a research arm to support and facilitate usage, publishing and dissemination of research output becomes crucial has and this has changed the academic libraries’ services landscape. This paper reports the results of a study that aims to understand the practices of embedded librarianship in Malaysian research universities. The paper explores the embedded librarian’s in the pre-publication and post-publication roles of the scholarly communication process. Data were collected through personal semi structured interviews with twelve respondents from five academic libraries. Findings show that the academic libraries are expected to take a greater responsibility for the usage and dissemination of publication output of research intensive universities, as the participants in general perceived that the survival of the professionalism requires the embedded librarianship practices

Framing systems thinking in practice competencies: report on systems thinking in practice competencies workshop 10 June 2017

On 10 June 2017, fourteen stakeholders from across the UK came together in Camden, London to engage in a collaborative inquiry on the framing of Systems Thinking in Practice (STiP) competencies as part of ongoing work that seeks to better support professional and institutional recognition of STiP skill-sets and capabilities. Phase 1 of this current inquiry comprised a series of online conversations with six prominent systems thinking practitioners. Phase 2 sought to extend the inquiry with a selective invitation to engage with a one-day workshop in London. Phase 3 will seek to deepen and widen the conversations on framing STiP competencies and capabilities with a view towards developing and enacting a platform for managing systems thinking in practice capabilities through ongoing development of competency frameworks associated with STiP. During the workshop reported on in this paper, stakeholders examined several existing and emerging competency frameworks in the systems thinking domain and explored issues of mutual interest and concern, whilst envisaging how to co-operate over the framing and enactment of competencies and capabilities in STiP

Global Technical Communication and Content Management: A Study of Multilingual Quality

The field of technical communication (TC) is facing a dilemma. Content management (CM) strategies and technologies that completely reshape writing and translation practices are adopted in an increasing number of TC work groups. One driving factor in CM adoption is the promise of improving quality of multilingual technical texts, all the while reducing time/cost of technical translation and localization. Yet, CM relies on automation and privileges consistency¯an approach that is problematic in global TC with its focus on adapting texts based on the characteristics of end-users. To better understand the interdisciplinary dilemma of multilingual quality in CM, during my dissertation project I conducted a twelve-month long qualitative case study of multilingual quality at a leading manufacturer of medical equipment who had adopted CM strategies and technologies to create technical texts in several languages three years before my study began. In my study, I drew upon an interdisciplinary theoretical base (genre ecology framework, activity theory, actor-network theory, and Skopos theory) to examine the construction of multilingual quality understandings and approaches by global TC stakeholders who are employees and contractors of the company and the role of CM in their practices. Examination of the extensive data I collected through observations, interviews, questionnaires, document collection/content analysis, and software exploration uncovered the staggering disconnects in understandings of and approaches to multilingual quality. These disconnects resulted from the lack communication between stakeholders and were promoted by the different relations to CM technology and the mediating work of the new genre, chunks of content. Inhibited knowledge sharing, risk of expertise invisibility and loss, and constrained new ideas about improving multilingual quality were some of the rhetorical, social, and political implications of these disconnects. As a result of my analysis, I sketched strategies for achieving contextualized multiple-stakeholder approaches to multilingual quality and outlined leadership possibilities for technical communicators in global information development. This analysis provides TC practitioners with strategies for improving multilingual quality in CM contexts; TC educators with ideas for expanding teaching approaches by combining digital and cross-cultural literacies; and TC researchers with opportunities for rhetorical action through critiquing, theorizing, and innovating CM

The Intsomi Ambassadors: using communicative ecologies to enhance home literacy practices amongst working class parents in Grahamstown

Utilising theories of Communication for Development, the research explores how literacy practices in the homes of a group of working class, English second language parents in Grahamstown are affected by the introduction of new literacy material and insights Furthermore, it discusses how, and through which forms of media, these observed dynamics and changes in practice are best communicated to similar households. The issue of children's literacy development in South Africa is of serious concern, in particular the role that parents play and the level of support they give through home literacy practices. The context is one in which South African children have performed very poorly with regard to literacy levels in international benchmark testing as well as in national assessments. The summary report on the Progress in International Reading Literacy Study (PIRLS) found that some of the factors contributing to these poor results were the lack of reading resources in homes, as well as the lack of strong home-school partnerships in which parents took up the role of co-educators, or even of primary educators at the preschool stage. A group of parents employed by Rhodes University at the Grade 1 - 5 levels signed up to be the recipients of a programme supporting the literacy development of their primary and pre-primary school children. The Intsomi Project is run by the Rhodes Community Engagement Office as part of the Vice-Chancellor’s Education Initiative and provides close to 100 families with weekly reading material and educational games for their children, as well as workshops on the use of these materials and how they might benefit the children. Following a Participatory Action Research approach, a “vanguard” group of parent participants, known as the Intsomi Ambassadors, developed their role as literacy activists, becoming co-creators of media messages that utilised and built on the first stage of their communication within the group. The research explored how the principles and techniques of development support communication, and those of communicative ecologies, could be applied to explore, enhance and disseminate those qualitative changes in behaviour within households that positively affect children’s literacy development. In the process, it aimed to explore whether media representations that reflect the stories of parents trying out new literacy practices can create authentic, endogenous messages that resonate with people in similar circumstances, and can stimulate debate around the issue

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century