3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Minard revisited: exploring augmented reality in information design

This study intends to test and confirm the interest and viability of incorporating augmented reality (AR) technologies in cultural mediation driven by information design, focusing on narrative representation. It is specifically intended to explore semantic relations between reality and virtuality in augmented narratives, ie. expanded narratives through the multimodality enhanced by the use of interactive processes based in augmented reality systems. Departing from Charles Minard’s Figurative Map (1869), three experiments were conducted, in order to reinterpret the program embodied in that artefact, testing several hypotheses in which, through augmented reality, the combination of different modes and media configures different semantic relations between real and virtual. The action-reflection approach undertaken with Figurative Map experiments enabled us to observe and openly systematize different augmented reality functions regarding the physical instance, which can potentially expand traditional forms of information design. Although they are not entirely extrapolatable, the proposal of virtual functions regarding reality were repurposed and adapted from the illustration field, specifically from the semantic relation between text and image. It is acknowledged that this is an open model to be reconsidered and reformulated through several action-reflection iterations and fostered through the narrative study.publishe

When culture meets digital platforms: value creation and stakeholders' alignment in big data use

Research on big data has highlighted that a crucial element to create value from data is the capability of aligning different stakeholders’ interests. However, it has not yet been investigated empirically how this process of alignment can be realized. We conduct a multiple case study on the two leading platforms involved in the online dissemination of cultural heritage – Europeana and Google Arts & Culture. Our findings reveal that a platform overtakes a rival one when it turns on multiple drivers of value creation in such a way that the drivers contribute to realigning the interests expressed by the stakeholders whose strategic objectives and beliefs were formerly divergent – or simply unrelated – to each other. This capability of realigning different stakeholders’ interests is independent of the level of industry-specific knowledge that the platform orchestrator has. The dynamics we document imply that Google has assumed a system integration role in the cultural ecosystem. This generates new trade-offs for museums in the way they generate value for the tourism industry. The paper enriches our understanding of what strategies digital platforms adopt to create value in big data contexts and provides a base to continue the investigation on other ecosystems driven by big data

Child maltreatment data:A summary of progress, prospects and challenges

Background: In 1996, the ISPCAN Working Group on Child Maltreatment Data (ISPCAN-WGCMD) was established to provide an international forum in which individuals, who deal with child maltreatment data in their respective professional roles, can share concerns and solutions. Objective: This commentary describes some of the key features and the status of child maltreatment related data collection addressed by the ISPCAN-WGCMD. Methods: Different types of data collection methods including self-report, sentinel, and administrative data designs are described as well as how they address different needs for information to help understand child maltreatment and systems of prevention and intervention. Results: While still lacking in many parts of the world, access to child maltreatment data has become much more widespread, and in many places a very sophisticated undertaking. Conclusion: The ISPCAN-WGCMD has been an important forum for supporting the continued development and improvement in the global effort to understand and combat child maltreatment thus contributing to the long term goals of the UN Convention on the Rights of the Child. Nevertheless, based on what has been learned, even greater efforts are required to improve data in order to effectively combat child maltreatment.info:eu-repo/semantics/publishedVersio

Digital archives, e-books and narrative space

In this paper we are concerned with the capacity of digital media to enable publics to tell their own environmental stories using digital broadcast archives (DBAs). We consider how digital media afford different ways of telling stories in relation to digital media archives. Central to this discussion is our experience of writing e‐books as part of the AHRC‐funded project “Earth in Vision: BBC coverage of environmental change 1960–2010”. The e‐book format has been adopted in order to explore some of the possibilities for writing environmental history and politics using DBAs

Affordances-in-practice:an ethnographic critique of social media logic and context collapse

Drawing on data gathered during ethnographic fieldwork in Mardin, a medium-sized town in southeast Turkey, this article shows that social media users actively appropriate online platforms and change privacy settings in order to keep different social spheres and social groups apart. Keeping different online social contexts distinct from each other is taken for granted as a way of using social media in Mardin. By contrast, social media scholars have extensively discussed the effects of social media in terms of context collapse. The article highlights how context collapse is the result of patterns of usage within Anglo-American contexts and not the consequence of a platform's architecture or social media logic. It then suggests a theoretical refinement of affordances, and proposes the concept of affordances-in-practice

Exploring the affordances of smart toys and connected play in practice

What does children’s play look like in the smart toy era? What conceptual frameworks help make sense of the changing practices of children’s connected play worlds? Responding to these questions, this article re-frames discussions about children’s smart toy play within wider theoretical debates about the affordances of new digital materialities. To understand recent transformations of children’s play practices, we propose it is necessary to think of toys as increasingly media-like in their affordances and as connected to wider digital material ecosystems. To demonstrate the potential of this conceptual approach, we explore illustrative examples of two popular smart ‘care toys’. Our analysis identifies three examples of affordances that smart care toys share with other forms of mobile and robotic media: liveliness, affective stickiness and portability. We argue that locating discussions of smart toys within wider conceptual debates about digital materialities can provide new insights into the changing landscape of children’s play

Crossing media boundaries: adaptations and new media forms of the book

t is necessary to continuously review the definition of the book moving from one bound by its material form to one determined by its function as a means of communication. The book’s social function as the high status vehicle for communicating new ideas and cultural expressions is being challenged by sophisticated systems of conveying meaning in other media. In this article, we report on two projects: electronic book (e-book) publication and reader forum for Nature Mage and the transmedia augmented reality (AR) fiction Sherwood Rise, which investigate these issues. Claudio Pires Franco’s work is based on the adaptation of a source work: Duncan Pile’s Nature Mage. The project aims to develop the book from e-book to a fan-produced enhanced digital book. Through this practice-based research, Franco investigates the definitions and classification of the e and i forms of the book and adaptation in new media; the role of the author in creative collaboration with readers through online forums; the extension of the story world through creative collaboration and reader participation while respecting and safeguarding creative properties. One remove from the traditional book, David Miller’s Sherwood Rise, research the user experience with AR to examine narrative problems and explore new storytelling aesthetics. These new media forms define the outer borders of the book system within which content is formed and moulded, and around which society is shaped

The (im)materiality of literacy : the significance of subjectivity to new literacies research.

This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for the ‘(im)materiality’ of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing existing sociocultural perspectives on literacy, the article draws attention to the significance of relationships between space, mediation, materiality and embodiment to literacy practices. This in turn emphasises the importance of the subjective in understanding how different locations, experiences and so forth inflect literacy practice. The article concludes by drawing on the Deleuzian concept of the ‘baroque’ to suggest that this focus on articulations between the material and immaterial helps us to see literacy as multiply and flexibly situated