Justice or Injustice

Non-fiction by Carolyn Wilso

Ageing Technologically: Exploring the Motivating Operations of Technology Use by Older Adults

Statistics from the 2011 UK Census revealed that one sixth of the population were over the age of 65, which is the highest recorded ratio in any census history. Although there are discrepancies in the physical, mental and social wellbeing of the older adult population, huge strains have been placed upon the National Health Service, care system and subject population. Previous scholarship has revealed that technology use in various formats can reduce these pressures, however, published work on older adults and technology often focusses on attitudes and intentions rather than motivations of actual use. This thesis addresses this gap in the literature by examining the Motivating Operations (MOs) on post-purchase technology use of older adults. By adopting a radical behaviourist perspective, the present research attempts to introduce the Applied Behaviour Analysis (ABA) term, Motivating Operation, to consumer behaviour by incorporating the proposed MOs into the already established Behavioural Perspective Model (BPM). This approach encourages the measurement of actual technology use as an operant behaviour alongside the MOs, as independent variables, impacting upon the rate-of-response. Consequently, a longitudinal quantitative and qualitative empirical strategy has been devised to produce a rich and complex set of data to explain older adult technology use. Overall, by using principles of behaviourism to interpret the technology use of older adults within a post-purchase environment, this thesis intends to break the dominant trend within technology acceptance and adoption literature of relying on either the Technology Acceptance Model (TAM) or Diffusion of Innovation (DIT) to explain behaviours related to technology use. Alternatively, it produces an imaginative but logical analysis of the subject behaviour, which is not in contention with previous models but intends to enhance and expand the consumer behaviour, technology acceptance and adoption literature

Adoption Rationale and Post-Adoption Activity: Institutional and Strategic Influences on EDI Adoption and Implementation

The purpose of this study was to explore the extent to which rationalistic and institutional considerations affect the decision to adopt information technologies and to explore how adoption rationales relate to the extent of implementation achieved after adoption. A multiple-case study approach was used. Institutional isomorphism rationales were more prevalent than strategic choice rationales. The most extensive implementations were found in organizations with a strategically-oriented rationale for adopting and/or extending use of EDI. The study also found evidence of a shift toward strategic choice rationales for EDI extension. These shifts in rationale originated to some extent in the same institutionally-based mechanisms that motivated the initial decisions to adopt the EDI technology

Informal peer mentoring during the doctoral journey: perspectives of two postgraduate students

Doctoral studies can be isolating for postgraduate students who do not have strong connections with peers within the department through which they are enrolled. Collaboration of doctoral students across disciplines represents an exciting opportunity to decrease isolation, build networks and maximise research output and development of research skills. This paper reports on an informal peer mentoring relationship between two doctoral students at Flinders University in South Australia. The relationship developed through a university writing group in 2008. This progressed to a mentoring relationship built on similar research interests. The students met regularly to assist each other, reflect on the doctoral experience and share learnings. They also supported each other informally through emails. In this paper, we report on how our mentoring relationship relates to postgraduate socialisation and the stages of mentoring reported in the literature. This relationship created a safe “space” outside of the students’ disciplines to talk about issues related to their doctorates. This assisted with coping with the challenges of a doctorate. Through assisting each other, the students learnt that there is much that can be transferred across disciplines. Removing this discipline specific nature of research assisted in developing general research skills. Research output was increased through this process. From 2009 until 2011, the students presented at two conferences, had two papers accepted as conference posters and submitted one manuscript to a peer-reviewed journal, all related to their collaboration. A willingness and commitment from both parties, including a desire to learn about the other discipline, increased the effectiveness of collaborative efforts and enabled the relationship to continue. This experience demonstrates the benefits of collaborating across disciplines. Collaborations between doctoral students from different disciplines could be encouraged by universities as a strategy for supporting postgraduate students and maximising their research output

La implementación de programas de educación en medios: el caso Ontario Implementing Mandates in Media Education: The Ontario Experience

Este artículo expone un informe sobre la educación en alfabetización mediática en Ontario. Brinda una visión general del plan de estudios para la alfabetización mediática propuesta por el gobierno regional. Específicamente, describe varias aproximaciones para la enseñanza acerca de los medios, así como la teoría que apuntala los documentos del plan de estudios y las prácticas en el aula. También describe el trabajo de organizaciones y asociaciones clave que ayudaron a priorizar la educación en alfabetización mediática, y ofrece sugerencias para el desarrollo exitoso y la implementación de programas de alfabetización mediática. La conclusión discute los retos y el curso futuro de la alfabetización mediática más allá del caso Ontario, centrándose en nueve tesis clave para el éxito en su implementación en todo el mundo. This analysis presents a report on media literacy education in Ontario. It provides an overview of the curriculum for media literacy that is mandated by the provincial government. Specifically, it describes various approaches for teaching about the media as well as the theory that underpins curriculum documents and classroom practices. The analysis also describes the work of key organizations and partnerships that helped prioritize media literacy education, and offers suggestions for the successful development and implementation of media literacy programs. The conclusion discusses the challenges and future directions for media literacy beyond the Ontario case, focusing on nine key tenets for success in its implementation worldwide