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

Winking at Facebook: capturing digitally-mediated classroom learning

In this article I present an innovative combination of methods, used in a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally-mediated social network. Combining multiple data-collection methods including participant-observation, semi-structured interviews, video recordings, dynamic screen capture (Cox, 2007), protocol analysis (Ericsson & Simon, 1993) helped to capture in detail multiple perspectives on the learning that happened in the classroom over the five weeks of the research project's lifetime. Aggregating the resulting data in turn enabled meticulous, comprehensive analysis and rigorous theorising. The article presents and analyses excerpts from the data which help to illustrate the insights gained into one participant's learning trajectory. I argue that the combination of methods employed could be used with any range of research participants in other studies exploring learning through Facebook and other Web 2.0 spaces. The article concludes by suggesting further refinements to the methods used

On the poverty of a priorism: technology, surveillance in the workplace and employee responses

Many debates about surveillance at work are framed by a set of a priori assumptions about the nature of the employment relationship that inhibits efforts to understand the complexity of employee responses to the spread of new technology at work. In particular, the debate about the prevalence of resistance is hamstrung from the outset by the assumption that all apparently non-compliant acts, whether intentional or not, are to be counted as acts of resistance. Against this background this paper seeks to redress the balance by reviewing results from an ethnographic study of surveillance-capable technologies in a number of British workplaces. It argues for greater attention to be paid to the empirical character of the social relations at work in and through which technologies are deployed and in the context of which employee responses are played out

Collaborative care for depression in UK primary care: a randomized controlled trial

Reproduced with permission of the publisher. © 2008 Cambridge University Press.Background. Collaborative care is an effective intervention for depression which includes both organizational and patient-level intervention components. The effect in the UK is unknown, as is whether cluster- or patient-randomization would be the most appropriate design for a Phase III clinical trial. Method. We undertook a Phase II patient-level randomized controlled trial in primary care, nested within a clusterrandomized trial. Depressed participants were randomized to ‘collaborative care’ – case manager-coordinated medication support and brief psychological treatment, enhanced specialist and GP communication – or a usual care control. The primary outcome was symptoms of depression (PHQ-9). Results. We recruited 114 participants, 41 to the intervention group, 38 to the patient-randomized control group and 35 to the cluster-randomized control group. For the intervention compared to the cluster control the PHQ-9 effect size was 0.63 (95% CI 0.18–1.07). There was evidence of substantial contamination between intervention and patient-randomized control participants with less difference between the intervention group and patient-randomized control group (-2.99, 95% CI -7.56 to 1.58, p=0.186) than between the intervention and cluster-randomized control group (-4.64, 95% CI -7.93 to -1.35, p=0.008). The intra-class correlation coefficient for our primary outcome was 0.06 (95% CI 0.00–0.32). Conclusions. Collaborative care is a potentially powerful organizational intervention for improving depression treatment in UK primary care, the effect of which is probably partly mediated through the organizational aspects of the intervention. A large Phase III cluster-randomized trial is required to provide the most methodologically accurate test of these initial encouraging findings

Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts?

This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other

'You were quiet - I did all the marching': Research processes involved in hearing the voices of South Asian girls

This article is available open access through the publisher’s website at the link below. Copyright @ 2011 A B Academic Publishers.This article provides insights into the outcomes of reflection following two interview approaches used to explore narratives of the lived, individual experiences of South-Asian girls living in West London. In attempting to illuminate and re-present the cultural experiences as told by these girls, the choice of interview approach became critical in allowing the voices to be effectively heard (Rogers, 2005). This article therefore considers how a semi-structured interview approach offered valuable insights into the girls' experiences but became constraining for both researcher and participant in unveiling the complexity and depth of their lives. These constraints emerged through reflection by both participants and researcher. As a result of reflexivity during the research process, the researcher moved towards the use of research conversations during the second phase of the study. Ultimately the study revealed how the girls felt empowered by the opportunity to narrate their individual experiences and tell of their lives. In narrating their reflections on being part of the research, there was a clear recognition that the process facilitated the articulation of new voices and ‘multi-voicedness’ (Moen, 2006

Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools

This paper complements debates around use of new technologies and literacy in education by proposing a focus on “classroom-ness.” It highlights the significance of incidental, everyday and ephemeral practices associated with classroom technology-use. Using examples from a study of primary pupils’ interactions around digital texts, it argues that we must acknowledge the distinctiveness of technology-use in classroom contexts but also see the spaces associated with those contexts as continually constructed, relational and heterogeneous. This helps us look beyond binary distinctions – between in/out of school and global/local practices, on/off-screen and on/offline activity, material/virtual contexts and official/unofficial discourses – to recognise the complex and nuanced ways that children make meaning around new technologies. It is proposed that this theoretical lens – in recognising the complexity of classroom-ness – can help us better understand the barriers and opportunities associated with effective integration of new technologies in educational contexts

Assembling Texts in the Digital University

This article engages with new research into digital academic practices in the university and argues that although significant advances have been made in understanding new literacy and media practices, a tendency remains for research both to reify “the digital” and to neglect the material dimension of text-making. In response, this article proposes a model for understanding the mechanics through which both digital and nondigital academic texts are assembled. Drawing on social semiotics and the material philosophy of Gilles Deleuze, this model employs the concepts of interest, semiotics resources, and affordances in an effort to undo the dichotomies between “digital”/“nondigital and “social”/“material.” The article concludes by reflecting on how journals such as the International Journal of Learning and Media are redefining the “conditions of possibility” of academic texts

Learning through 'prosuming': Insights from media literacy programmes in Asia

10.1177/097172180801300205Science, Technology and Society132259-27