20 research outputs found
Propaganda in an Age of Algorithmic Personalization: Expanding Literacy Research and Practice
In this commentary, the author considers the rise of algorithmic personalization and the power of propaganda as they shift the dynamic landscape of 21stâcentury literacy research and practice. Algorithmic personalization uses data from the behaviors, beliefs, interests, and emotions of the target audience to provide filtered digital content, targeted advertising, and differential product pricing to online users. As persuasive genres, advertising and propaganda may demand different types of reading practices than texts whose purpose is primarily informational or argumentative. Understanding the propaganda function of algorithmic personalization may lead to a deeper consideration of texts that activate emotion and tap into audience values for aesthetic, commercial, and political purposes. Increased attention to algorithmic personalization, propaganda, and persuasion in the context of Kâ12 literacy education may also help people cope with sponsored content, bots, and other forms of propaganda and persuasion that now circulate online
Class Size and Educational Achievement: a review of methodology with particular reference to study design
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners
This ethnographic study examined studentsâ opportunities to learn in linguistically
diverse mathematics classrooms in a Canadian elementary school. I specifically
examined the contextual change of group work, which influenced the opportunities to
learn for newly arrived English language learners (ELLs). Based on analyses of videorecorded
interactions, this study revealed a shift in these ELLsâ opportunities to learn
from when they worked with teacher-assigned peers to when they worked with friends.
In both settings, ELLs tended to be positioned as novices. However, when working with
friends, they accessed a wider variety of work practices. In friend groups, ELLs were
occasionally positioned as experts and had more opportunities to raise questions and offer
ideas. In contrast, when working with teacher-assigned peers, ELLs tended to remain in
the position of being helped. In some teacher-assigned groups, interactions were
characterized as authoritative, and ELLsâ contributions and ideas were rejected or
neglected without relevant justifications or mathematical authority established by their
peers. The findings will contribute to ongoing discussions on group work and friendship in linguistically diverse classrooms.Ye