Masaryk University Journals / Časopisy Masarykovy univerzity
Not a member yet
25996 research outputs found
Sort by
From crisis to control : the framing of water in Italian climate discourse
No full textThis research aims to examine how hydro-climatic phenomena – specifically glacial melting and sea level rise – are discursively framed in contemporary Italian media. To address the thematic and lexical limitations of general-purpose corpora, a dedicated dataset was compiled, consisting of 3,040 articles published between 2022 and 2024 in The Post Internazionale. The analysis focuses on two editorial sections, Politica (Politics) and Ambiente (Environment), combining methods from corpus linguistics and Critical Discourse Analysis to explore lexical patterns, rhetorical strategies, and discursive positioning. The study investigates how environmental meanings are constructed across these journalistic contexts, and how such representations reflect or resist dominant ideological frameworks. In doing so, it highlights the role of media language in shaping public understandings of climate change, and considers how institutional discourse may contribute to – or constrain – more critical engagement with ecological issues
The sea as a challenge for ecolinguistic research : proposing a comparative cognitive framework to unravel differences in conceptualisation
No full textBy a contrastive and comparative research between French and Wolof in Senegal, this paper interrogates in how far the conceptualisation of the environment is language-bound. This paper synthesises the psycholinguistic method Attribute Listing Task (ALT) with picture description, to create a comparative cognitive linguistic framework. In explaining the results of the mixed-methods approach, the paper draws on an awareness of cultural codes, which is in line with studies in anthropological linguistics. Such an interdisciplinary approach broadens the methodological framework of ecolinguistics to study fluid aspects of the environment as the sea. The study illustrates that while the conceptualisation of 'sea' largely corresponds between French and Wolof speakers, the conceptualisations of 'beach' significantly diverge. The Wolof term for 'beach', tefes, evokes words semantically related to fishing and has relevance as the entrance point to the sea. The terms associated with 'beach', plage, by French speakers point to the domains of sports, entertainment, and tourism. In describing photographs, French speakers, especially tourists, centrally utter their concern for plastic waste, while Wolof speakers point to an island in the background
Water, language and discourse : from an eco-topic to an eco-vision
No full textOver the past couple of decades, ecological and environmental topics have become established as relatively common subjects for discourse analytical linguistic research. However, alongside the rising interest in the discursive representation of various issues related to the current problems of the day, such as global warming, environmental pollution, ecological disasters and natural catastrophes, we have seen the emergence of the new discipline of ecolinguistics. In this article, we briefly outline some of the central concerns of the 'ecolinguistic' approach to language study, and provide an overview of the papers that are included in the special issue 'Encounters with water: An ecolinguistic perspective', pointing out the common themes and the various methodological points of departure. The text concludes by suggesting that the ecolinguistic dimension, which is relevant for the exploration of both the language system and the actual language use, is understood as one of the possible components of the broadly defined context in which any language-based communicative activity is grounded
Relations Among Teacher Perceptions of PD Elements, PD Program Satisfaction, and Implementation Success Across One and a Half School Years
No full textFor teachers to sustainably use evidence-based innovations in their classrooms, comprehensive professional development (PD) initiatives are required. This study examined the relations among teachers' early perceptions of PD elements (i.e., their educators' competence, the innovation's perceived benefits for students, teachers' knowledge growth in PD), their overall satisfaction with the PD program, and implementation success (innovation use, experienced benefits) after one and a half school years. First, we trained n = 10 teacher educators to implement an evidence-based reading innovation called The Reading Athlete. Over the next half year, n = 54 teachers participated in a 30-hour PD program led by the teacher educators. In the following school year, the teachers implemented The Reading Athlete into their reading classroom. Teacher knowledge growth did not predict overall PD satisfaction; teacher perceptions of their educators' competence and the anticipated benefits of The Reading Athlete were strongly associated with teacher PD satisfaction. PD satisfaction, in turn, predicted the sustained use of the reading innovation after one and half school years. Our results underscore the pivotal roles of teacher educators and complex material for teachers in shaping PD satisfaction, and they highlight the importance of designing comprehensive and satisfactory PD initiatives to foster sustainable innovation use.For teachers to sustainably use evidence-based innovations in their classrooms, comprehensive professional development (PD) initiatives are required. This study examined the relations among teachers' early perceptions of PD elements (i.e., their educators' competence, the innovation's perceived benefits for students, teachers' knowledge growth in PD), their overall satisfaction with the PD program, and implementation success (innovation use, experienced benefits) after one and a half school years. First, we trained n = 10 teacher educators to implement an evidence-based reading innovation called The Reading Athlete. Over the next half year, n = 54 teachers participated in a 30-hour PD program led by the teacher educators. In the following school year, the teachers implemented The Reading Athlete into their reading classroom. Teacher knowledge growth did not predict overall PD satisfaction; teacher perceptions of their educators' competence and the anticipated benefits of The Reading Athlete were strongly associated with teacher PD satisfaction. PD satisfaction, in turn, predicted the sustained use of the reading innovation after one and half school years. Our results underscore the pivotal roles of teacher educators and complex material for teachers in shaping PD satisfaction, and they highlight the importance of designing comprehensive and satisfactory PD initiatives to foster sustainable innovation use
Facilitation Strategies for Developing Mathematics Teachers' Noticing of Communicative Orchestration
No full textMathematics teachers develop in tandem via the professional competence known as noticing. In this study, "noticing" is defined as mathematics teachers' identification and interpretation of communicative orchestration. Researchers have not yet fully investigated how the actions performed by a facilitator can influence noticing of communicative orchestration; therefore, the objective of this study is to characterize the facilitation strategies used by the facilitator during a professional development program (PDP) designed to support mathematics teachers' noticing of communicative orchestration. Building on a prior study that indicated that teacher noticing of communicative orchestration improves when discussing it within a group, we analyzed the facilitation strategies of a group discussion facilitator to determine how these actors could help five teachers to improve their noticing competence. We selected and adapted facilitation strategies (van Es, 2009) through actions that we analyzed in sessions in which a facilitator guided whole group discussions. Our results revealed the predominance of the "prompter" facilitation strategy, related to the identification of communicative orchestration, and the "proposer" facilitation strategy, related to its interpretation. The "builder" and "critic" facilitation strategies, which involve using evidence and challenging participant interpretative positions about communicative orchestration, were less frequent. These results are examined considering the levels of identification and interpretation attained by the teachers. Finally, the limitations of the study are described.Mathematics teachers develop in tandem via the professional competence known as noticing. In this study, "noticing" is defined as mathematics teachers' identification and interpretation of communicative orchestration. Researchers have not yet fully investigated how the actions performed by a facilitator can influence noticing of communicative orchestration; therefore, the objective of this study is to characterize the facilitation strategies used by the facilitator during a professional development program (PDP) designed to support mathematics teachers' noticing of communicative orchestration. Building on a prior study that indicated that teacher noticing of communicative orchestration improves when discussing it within a group, we analyzed the facilitation strategies of a group discussion facilitator to determine how these actors could help five teachers to improve their noticing competence. We selected and adapted facilitation strategies (van Es, 2009) through actions that we analyzed in sessions in which a facilitator guided whole group discussions. Our results revealed the predominance of the "prompter" facilitation strategy, related to the identification of communicative orchestration, and the "proposer" facilitation strategy, related to its interpretation. The "builder" and "critic" facilitation strategies, which involve using evidence and challenging participant interpretative positions about communicative orchestration, were less frequent. These results are examined considering the levels of identification and interpretation attained by the teachers. Finally, the limitations of the study are described
Analysis of secondary school students' needs in the creation of secondary school professional activities and the role of the library as a partner in the educational process
No full textÚčel – Článek se zaměřuje na analýzu potřeb středoškolských studentů při psaní Středoškolské odborné činnosti (SOČ) a na roli knihoven jako partnerů v tomto procesu. Cílem je identifikovat hlavní problémy, s nimiž se studenti potýkají, a ukázat možnosti, jak mohou knihovny přispět k rozvoji jejich informačních a metodologických kompetencí. Studie je zařaditelná do oblasti knihovnictví a informační vědy se zaměřením na vzdělávání.
Design / metodologie / přístup – Výzkum byl realizován metodou focus groups během exkurze úspěšných řešitelů SOČ do Moravské zemské knihovny v Brně v září 2023. Do výzkumu se zapojilo 30 studentů, kteří diskutovali o svých zkušenostech s výběrem tématu, procesem psaní odborných prací, využívanými zdroji a rolí knihoven. Data byla analyzována kvalitativním způsobem s důrazem na identifikaci kategorií potřeb a bariér.
Výsledky – Výzkum ukázal, že studenti oceňují přínos SOČ pro rozvoj odborných i praktických dovedností a pro jejich budoucí studium. Současně se potýkají s nedostatkem dostupných informačních zdrojů, omezeným přístupem k plným textům, časovou náročností a slabou metodickou podporou. Studenti nevnímali knihovny jako partnery při psaní odborných prací, využívali je spíše jen jako prostor k jejich vytváření. To odhaluje velký potenciál pro rozvoj knihovnických služeb, zejména v oblasti propagace rešeršních a konzultačních aktivit. Omezením výzkumu je záměrný výběr vzorku (úspěšní účastníci SOČ), který neumožňuje zobecnění výsledků.
Originalita / hodnota – Článek přináší první systematickou sondu do potřeb středoškolských studentů v českém kontextu z pohledu jejich práce na SOČ a role knihoven. Poukazuje na bariéry, které mohou omezovat jejich motivaci, a nabízí doporučení, jak mohou knihovny aktivně vystoupit z role pasivních poskytovatelů prostorů a stát se partnery ve vzdělávacím procesu.Purpose – This article focuses on analyzing the needs of high school students when writing their High School Professional Activities (SOČ) and on the role of libraries as partners in this process. The aim is to identify the main problems students face and to show how libraries can contribute to the development of their information and methodological skills. The study falls within the field of library and information science with a focus on education.
Design / methodology / approach – The research was conducted using focus groups during an excursion of successful SOČ participants to the Moravian Library in Brno in September 2023. Thirty students participated in the research, discussing their experiences with choosing a topic, the process of writing academic papers, the sources they used, and the role of libraries. The data was analyzed qualitatively with an emphasis on identifying categories of needs and barriers.
Results – The research showed that students appreciate the contribution of SOČ to the development of professional and practical skills and to their future studies. At the same time, they face a lack of available information sources, limited access to full texts, time constraints, and weak methodological support. Students hardly perceived libraries as partners in writing professional papers, using them rather only as a space for their creation. This reveals great potential for the development of library services, especially in the area of promoting research and consultation activities. The limitation of the research is the deliberate selection of the sample (successful SOČ participants), which does not allow for generalization of the results.
Originality / value – The article provides the first systematic insight into the needs of secondary school students in the Czech context from the perspective of their work on SOČ and the role of libraries. It points out barriers that may limit their motivation and offers recommendations on how libraries can actively move away from their role as passive providers of space and become partners in the educational process
Kritické reflexie k vybraným naratívom vo výskume online náboženstva a spirituality
No full textRecenzované dílo:
Dojčár, Martin et al. Náboženstvo v kyberpriestore: zborník konferenčných príspevkov z rovnomennej medzinárodnej vedeckej konferencie ... Prvé vydanie. V Trnave: Pedagogická fakulta Trnavskej univerzity v Trnave, 2023. 113 stran. ISBN 978-80-568-0616-6.Reviewed work:
Dojčár, Martin et al. Náboženstvo v kyberpriestore: zborník konferenčných príspevkov z rovnomennej medzinárodnej vedeckej konferencie ... Prvé vydanie. V Trnave: Pedagogická fakulta Trnavskej univerzity v Trnave, 2023. 113 stran. ISBN 978-80-568-0616-6.Recenzované dílo:
Dojčár, Martin et al. Náboženstvo v kyberpriestore: zborník konferenčných príspevkov z rovnomennej medzinárodnej vedeckej konferencie ... Prvé vydanie. V Trnave: Pedagogická fakulta Trnavskej univerzity v Trnave, 2023. 113 stran. ISBN 978-80-568-0616-6
[Sitz, Anna Marie. Pagan inscriptions, Christian viewers: the afterlives of temples and their texts in the late antique Eastern Mediterranean]
No full textRecenzované dílo:
Sitz, Anna Marie. Pagan inscriptions, Christian viewers: the afterlives of temples and their texts in the late antique Eastern Mediterranean. New York: Oxford Universita Press, c2023. xxv, 321 p. Cultures of reading in the Ancient Mediterranean. ISBN 978-0-19-766643-2.Reviewed work:
Sitz, Anna Marie. Pagan inscriptions, Christian viewers: the afterlives of temples and their texts in the late antique Eastern Mediterranean. New York: Oxford Universita Press, c2023. xxv, 321 p. Cultures of reading in the Ancient Mediterranean. ISBN 978-0-19-766643-2
Editorial: Young children’s use of digital media and parental mediation
No full textEditorial: Young children’s use of digital media and parental mediatio