1,721,004 research outputs found
Co-producing Cultural Knowledge: Children Telling Tales in the School Playground
No full textThe school playground is a place where children socially engage with peers and attain membership and participation in group activities. As young children negotiate relationships and social orders in playground settings, disputes may occur and children might ‘tell’ tales to the teacher. Children’s telling on each other is often a cause of concern for teachers and children because tellings occur within a dispute and signal the breakdown of interaction. Closely examining a video-recorded episode of girls telling on some boys highlights the practices that constitute cultural knowledge of children’s peer culture. This ethnomethodological study revealed a sequential pattern of telling with three distinct phases: 1) an announcement of telling after an antecedent event 2) going to the teacher to tell about the antecedent event and 3) post-telling events was observed. These findings demonstrate that telling is carefully orchestrated by children showing their competence to co-produce cultural knowledge. Such understandings highlight the multiple and often overlapping dimensions of cultural knowledge as children construct, practise and manage group membership and participation in their peer cultures
Web searching as a context to build on young children's displayed knowledge
No full textEducational practices are built around supporting children’s knowledge construction. Children’s displays of knowledge, as well as their prior experiences and interests, are resources for teachers to draw on to facilitate opportunities for children to build new knowledge across curriculum and social aspects of classroom life. Children bring to the classroom their experiences from everyday life from both outside and within the classroom, and they display varying knowledge of and skills in Web searching and other digital technologies. The practices of digital technologies present a relatively new pedagogical space for early childhood teachers who are faced with decisions about how to integrate them in ways that align with the key tenets of early childhood education. This chapter investigates a single episode where two young children and their teacher conduct a Web search. We consider how social interactions facilitate children’s knowledge building when engaged in Web searching. The analysis shows that the teacher draws upon a range of interactional resources to (1) provide children with opportunities to display their knowledge, and (2) incorporate this displayed knowledge into the unfolding interaction to promote opportunities to engage with new knowledge about the search topic, and the process of performing a Web search. This chapter aims to support teachers’ understanding of the interactional strategies that build on children’s displayed knowledge in order to provide opportunities to engage with new knowledg
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Learning how to use the word ‘know’: examples from a single-case study
No full textIn contrast to studies of cognitive development in developmental psychology, researchers of a child-focused conversation analytic orientation seek to address the question – how do children acquire the relevant methodic social practices necessary for indicating during ongoing talk-in-interaction what it is to ‘know’. Employing a single-case study approach this paper considers the circumstances and contexts within which a young child demonstrates a development of understanding the word ‘know’ and/or the phrase ‘don’t know’ over time.
The extracts discussed here have been selected from a larger corpus of conversation analytic based transcripts/recordings of a young female child between the ages of 1-3.5 years of age interacting with her parents, an older sibling and a family friend (of the author). The analysis traces out a developmental profile which moves from the correct use of the word ‘know’; through indications where ‘knowing and saying’ appear intertwined, and on to examples involving epistemic status and ‘knowing as performance’. Initially, the correct use of ‘know’ and ‘don’t know’ appears to be linked to practices of either avoidance or disagreement. Later, the significance of ‘knowing’ as related to being able to ‘say’ becomes evident, as well as instances where the child begins to recognize that ‘knowing’ can be related to being accountable (for what you know). The latter extracts also indicate the importance of ‘knowing ‘as performance. Overall, the analysis highlights the circumstances where a child begins to display an orientation towards epistemic discursive practices, highlighting the precarious and constantly shifting nature of the distribution of rights and obligations permeating talk-in-interaction
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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