Talking past each other: Academic and media framing of literacy

  The technological and social shifts of the past several decades have brought about new modes of learning, participation and civic engagement. As young people work, play and socialize in online spaces, the academic community is exploring the challenges and possibilities of education in the digital age. New definitions of literacy emerge to address the importance of digital skills, play and collaboration. This paper explores the diverging perspectives on literacy adopted by new media scholars and old media outlets. Thematic coverage in the New York Times from the last four years is analysed and compared to academic texts produced in the same period. Measures of salience for literacy as a topic are used in conjunction with framing analysis based on semantic mapping. The results of this study suggest that mainstream media employ a legacy literacy frame, stressing basic language competencies and traditional institutions. That perspective is markedly different from the academic discourse, which emphasizes a host of new social, technological and critical evaluation skills

Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates.

AimsThe COVID-19 pandemic forced closure of most U.S. university campuses in March 2020, obliging millions of students to finish their semesters via remote learning. This study examines whether and how students' prior and current experiences of digital inequality-defined as constrained access to the internet and internet-connecting devices-were associated with their remote learning experiences.MethodAn anonymous, online survey of 2,913 undergraduate college students from 30 U.S. universities completing their spring term remotely was conducted between April and May 2020. Hypothesis testing utilized a structural equation model with cluster-bootstrapped standard errors and p-values, to account for students being clustered by university.ResultsFindings revealed that students' challenges with internet connectivity and digital devices during remote learning were associated with lower remote learning proficiency (RLP). Difficulty communicating with professors and teaching assistants was also associated with lower RLP. Prior experience with online coursework was associated with higher RLP, and digital inequality challenges during the year prior to the pandemic with lower RLP. Moreover, students who reported greater financial hardship since the start of the pandemic experienced significantly more connectivity, device, and faculty communication challenges during remote learning, and had significantly lower RLP.ConclusionsMany students will continue to learn remotely in some form until the pandemic recedes. We identify key factors associated with students' remote learning proficiency: (1) consistent, high-speed internet connectivity and functioning devices to connect to it, and (2) the ability to relate to and communicate easily with professors and teaching assistants. This study identifies potential barriers to effective remote learning, as well as possible opportunities to improve students' experiences

Meaningful measures of human society in the twenty-first century

Science rarely proceeds beyond what scientists can observe and measure, and sometimes what can be observed proceeds far ahead of scientific understanding. The twenty-first century offers such a moment in the study of human societies. A vastly larger share of behaviours is observed today than would have been imaginable at the close of the twentieth century. Our interpersonal communication, our movements and many of our everyday actions, are all potentially accessible for scientific research; sometimes through purposive instrumentation for scientific objectives (for example, satellite imagery), but far more often these objectives are, literally, an afterthought (for example, Twitter data streams). Here we evaluate the potential of this massive instrumentation—the creation of techniques for the structured representation and quantification—of human behaviour through the lens of scientific measurement and its principles. In particular, we focus on the question of how we extract scientific meaning from data that often were not created for such purposes.These data present conceptual, computational and ethical challenges that require a rejuvenation of our scientific theories to keep up with the rapidly changing social realities and our capacities to capture them. We require, in other words, new approaches to manage, use and analyse data

Replication Data for: The Incidental Pundit: Who Talks Politics with Whom, and Why?

Informal discussion plays a crucial role in democracy, yet much of its value depends on diversity. We describe two models of political discussion. The purposive model holds that people typically select discussants who are knowledgeable and politically similar to them. The incidental model suggests that people talk politics for mostly idiosyncratic reasons, as byproducts of non-political social processes. To adjudicate between these accounts, we draw on a unique, multi-site, panel dataset of whole networks, with information about many social relationships, attitudes, and demographics. This evidence permits a stronger foundation for inferences than more common egocentric methods. We find that incidental processes shape discussion networks much more powerfully than purposive ones. Respondents tended to report discussants with whom they share other relationships and characteristics, rather than based on expertise or political similarity, suggesting that stimulating discussion outside of echo chambers may be easier than previously thought

The COVID States Project #42: Trajectory of health-related behaviors in New York

New York is similar to other states in the northeast, in that it had its initial spike in COVID-19 cases during March and April, with a second wave that peaked in December and January. In this report, we examine New Yorkers’ health-related behaviors that facilitate or inhibit the spread of the disease, focusing specifically on social distancing and mask wearing

The COVID States Project #43: COVID-19 vaccine rates and attitudes among Americans

Who has been most likely to be vaccinated? And who is most likely to be vaccine resistant? Among the early, eligible individuals, who has received the vaccine, and who has refused to be vaccinated? In this report we address these questions by examining the relationship between various sociodemographic categories and vaccination rates, vaccination resistance, vaccination hesitancy, vaccine accessibility, and vaccine refusal. We examine both the current state of these relationships, as well as changes in vaccine resistance over time. We find strong relationships between these vaccine outcomes at the individual level and age, education, income, race, partisanship, gender, and urbanicity. All of these relationships are statistically significant in a multivariable analysis; but education stands out as a particularly powerful predictor. The divergent vaccination rate likely partially reflects the complex distribution process for the vaccine that has hurt those with the least resources and knowledge to navigate that complexity. Further, the emphasis in many states on mass vaccination sites reduces the contact of vaccine skeptics with the person best able to discuss the benefits and risks of vaccination: their primary care physicians