Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

The relative value of recall and recognition techniques for measuring precise knowledge of word meaning nouns, verbs, adjectives

Thesis (Ed.D.)--Boston University. This item was digitized by the Internet Archive

Create a New Town and a New You to Improve Writing Skills

Writing has always been one of the corners tones of American education . Schools are concerned with the development of students, and writing contributes to the development of the whole person. The public is alarmed because many students graduate from high school without being able to write well enough to function in today\u27s complicated society. There a re many reasons why schools fail to do a good job in the teaching of writing. One of the main reasons is the schools\u27 over-emphasis on the teaching of grammar. Many teachers are not trained as teachers of writing and rely on the English text as their instructional guide. The main thrusts of these texts are grammar and the mechanics of writing. Because of this, little time in a typical English classroom is actually spent on instruction of writing. Writing is a complicated process, and the methods used to teach it need to be revitalized. If students\u27 writing skills are to be improved , old, unsuccessful, grammar-based instruction must be abandoned, and new methods tried. Research has offered many suggestions to improve writing instruction . A good writing curriculum should provide for the following : Student motivation, daily writing, peer editing, prewriting activities, use of literary models, integration with other content areas, whole class and group activities , varied writing assignments with instruction in grammar, capitalization, and punctuation as the need arises. This curriculum provides the above in an unique manner. The students create an imaginary town. They choose, the name, location, size and time period . Each student invents and assumes a new identity. Based on this imaginary town, a variety of writing activities arise. Students are given many opportunities to interact and learn from fellow students, as peer editing is an important aspect of this writing curriculum. Peer groups are used to brainstorm for ideas , offer suggestions for revision, provide assistance in proofreading and editing , and evaluate finished work . Using this curriculum, the students have many opportunities to explore with language, take risks and experience success. Students are given both a purpose and an audience for their writing. This provides motivation to write and motivation to strive for clear expression. The students see a real need to learn and use the rules of grammar , punctuation, and capitalization, and practice good handwriting because they read their compositions aloud in their peer editing groups. Research skill s are gained as the students become familiar with the history of the state in which their town is located . The students have opportunities to experiment with many types of writing: autobiographies, descriptions opportunities to experiment with many types of writing: autobiographies, descriptions of characters and places, paragraphs giving directions, interviews, political speeches for town elections, chamber- of-commerce type brochures to advertise the town, researched state histories , original (but based on historical fact) history of the town , personal and business letters, job applications , newspaper stories, journal entries, essays , poetry , myths, tall tales, and made-up stories involving characters in the town

Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa

Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively

The Science of Error: Mesmerism and American Fiction, 1784-1890

Antebellum mesmerism posed a challenge to the prerogatives of self-mastering reason from within the scientific tradition itself. Though mesmerism is now most familiar as the sensational stage-practice and quack cure that drew criticism from Hawthorne and Henry James, its sympathizers considered it a theory of sensory error. Mesmerists claimed that the trance replicated the physiological effects of deception, allowing them to study swindling in laboratory conditions. Concluding that sensory error was ineradicable, they refuted Lockean pedagogy\u27s claims to reform the errant senses. One could at best manage delusion, through the self-doubt that liberalism had enjoined only its marginalized types—credulous women, laborers, racial inferiors—to practice. Mesmerism transvalued these figures, praising their powers of self-suspicion and condemning the ridiculous confidence of reason. Tracing the American mesmeric tradition from the science\u27s first appearance there as a falsehood, in 1784; through its limited practice in the 1790s; to its extensive popularity from the 1840s to the end of the century, I find in its performances an alternate sensory public capable of including among its knowing subjects hysterics, renegades, and castaways. Rather than thinking of American publics as being formed through agreement on the procedures of reason, then, my project proposes that we see them as forming around the procedures of sensation that mesmerism discloses. Through readings of The Coquette (1797), Edgar Huntly (1799), Moby-Dick (1851), The Blithedale Romance (1853), and other works of fiction, I argue that this tradition constitutes a resource for the novel in holding open the gates of the public sphere to a pluralistic range of knowledge-producers. Forming oxymoronic crosses between good liberals and strange, errant, but insightful mesmeric knowers, American fiction creates stereoscopic images of impossible subjects

Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa

Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively

Tradition and Technology: A Design-Based Prototype of an Online Ginan Semantization Tool

The heritage of ginans of the Nizari Ismaili community comprises over 1,000 individual hymn-like poems of varying lengths and languages. The ginans were originally composed to spread the teachings of the Satpanth Ismaili faith and served as scriptural texts that guided the normative understanding of the community in South Asia. The emotive melodies of the ginans continue to enchant the members of the community in the diaspora who do not necessarily understand the language of the ginans. The language of the ginans is mixed and borrows vocabulary from Indo-Aryan and Perso-Arabic dialects. With deliberate and purposeful use of information technology, the online tool blends the Western best practices of language learning with the traditional transmission methods and materials of the Ismaili community. This study is based on the premise that for the teachings of the ginans to survive in the Euro-American diaspora, the successive generations must learn and understand the vocabulary of the ginans. The process through which humans learn and master vocabulary is called semantization, which refers to the process of learning and understand various senses and uses of words in a language. To this end, a sample ginan corpus was chosen and semantically analyzed to develop an online ginan lexicon. This lexicon was then used to enrich ginan texts with online glosses to facilitate semantization of ginan vocabulary. The design based-research methodology for prototyping the tool comprised two design iterations of analysis, design, and review. In the first iteration, the initial design of the prototype was based on the multidisciplinary literature review and an in-depth semantic analysis of ginan materials. The initial design was then reviewed by community ginan experts and teachers to inform the next design iteration. In the second design iteration, the initial design was enhanced into a functional prototype by adding features based on the expert suggestions as well as the needs of community learners gathered by surveying a convenience sample of 515 community members across the globe. The analysis of the survey data revealed that over 90% of the survey participants preferred English materials for learning and understanding the language of the ginans. In addition, having online access to ginan materials was expressed as a dire need for the community to engage with the ginans. The development and dissemination of curriculum-based educational programs and supporting resources for the ginans emerged as the most urgent and unmet expectations of the community. The study also confirmed that the wide availability of an online ginan learning tool, such as the one designed in this study, is highly desirable by English-speaking community members who want to learn and understand the tradition and teachings of ginans. However, such a tool is only a part of the solution for fostering sustainable community engagement for the preservation of ginans. To ensure that the tradition is carried forward by the future generations with compassion and understanding, the community institutions must make ginans an educational priority and ensure educational resources for ginans are widely available to community members

Human factors aspects of control room design: Guidelines and annotated bibliography

A human factors analysis of the workstation design for the Earth Radiation Budget Satellite mission operation room is discussed. The relevance of anthropometry, design rules, environmental design goals, and the social-psychological environment are discussed