67 research outputs found
Multiple Perspectives on Literacy as it Continuously Changes: Reflections on Opportunities and Challenges when Literacy is Deictic
No full text In this joint reflection, Elena Forzani and Donald J. Leu discuss the nature of literacy in relation to “New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment” (Leu, Kinzer, Coiro, Castek, & Henry, 2013), a chapter reprinted in this issue of the Journal of Education. They reflect on the meaning of a dual-level theory for teaching and research as the nature of literacy continuously changes. Within this context they consider what has changed and what remains the same in today's literacy landscape as well as the implications for future theory, research, and practice. </jats:p
The structure of increasing weights on the real line
No full textWe examine the structure of a variety of related weight classes on the real line and the positive real axis: doubling measures, Ap weights, the Bp weights of Ari˜no and Muckenhoupt, and 2 Young functions. We give a number of characterizations of these classes. As applications we compute the Matuszewska- Orlicz indices of a Young function due to Lindberg [27], give a sufficient condition for a function m to be a multiplier of the doubling measures on R+ and answer a question on quasi-symmetric mappings raised by the first author in [4].Fil: Cruz-Uribe, David. University of Alabama at Birmingahm; Estados UnidosFil: Forzani, Liliana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Matemática Aplicada del Litoral. Universidad Nacional del Litoral. Instituto de Matemática Aplicada del Litoral; ArgentinaFil: Maldonado, Diego. Kansas State University; Estados Unido
Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
No full textThis article presents qualitative findings from a study that examined the types of criteria that middle school students use to evaluate the quality of online information and sources for a Web-based research assignment. Open-constructed responses from four critical evaluation items were compiled from diverse seventh graders in a representative, two-state, stratified random sample (n = 773). Content analysis revealed that many students used a range of unacceptable or superficial criteria to determine the author of a website and whether that author is an expert, to state the author\u27s point of view, and to provide reasoned evidence about the overall reliability of a website. Criteria and evidence patterns that students used for each of the critical evaluation tasks are shared, as well as implications for instruction
How Well Can Students Evaluate Online Science Information? Contributions of Prior Knowledge, Gender, Socioeconomic Status, and Offline Reading Ability
No full textIndividual Differences in Evaluating the Credibility of Online Information in Science: Contributions of Prior Knowledge, Gender, Socioeconomic Status, and Offline Reading Ability
No full textThis study investigated how seventh grade students performed on a measure of online critical evaluation in science (the ORCA). The analysis included evaluating the extent to which critical evaluation also appeared to be an aspect of other elements of online research and comprehension, including reading to locate information, reading to synthesize information, and reading and writing to communicate information. Additionally, this study examined the extent to which several important individual difference variables affected students’ ability to critically evaluate information during online reading in science. The individual difference variables evaluated in this study included prior knowledge, gender, socioeconomic status, and offline reading ability. Participants (n = 1,434) included seventh grade students from two states in the Northeast United States.
This study used a multiple theoretical perspectives approach (Labbo & Reinking, 1999) to frame the study. Three theoretical perspectives were employed that included theories of offline (RAND Reading Study Group, 2002; Anderson & Pearson, 1984) and online reading (Leu, Kinzer, Coiro, Cammack, & Henry, 2013), perspectives on individual differences (Afflerbach, 2015), and a disciplinary literacy framework (Shanahan & Shanahan, 2008) for science. These perspectives are integrated in a way that forms the basis for a framework of critical evaluation of online information in science, a framework that takes into account the role of individual differences in the reading comprehension process.
Multiple regression analysis was used to evaluate the shared variance among critical evaluation and the three other skill areas. Multilevel modeling (MLM) was used to compare mean differences in scores between critical evaluation and the other three skill areas. MLM also was used to evaluate the effects of the four individual difference variables on students’ online critical evaluation abilities. Both student-level and school-level effects were evaluated. Findings suggest that critical evaluation is a somewhat unique and difficult dimension of online research and comprehension. Findings also suggest that student-level prior knowledge, gender, and offline reading, as well as school-means for offline reading, have a significant effect on students’ ability to evaluate online information in science. Results are discussed in the context of theory development, research, assessment, and instruction
Giallo Nostalgia: Appropriations of Giallo Aesthetics in Contemporary Cinema
No full textThis article aims to engage with the ways in which contemporary global cinema looks back at the Italian giallo production of the 1970s through a series of remakes, homages and pastiches. What we define as retrogiallo differs from other examples of “retroexploitation,” where films such as Grindhouse (Rodriguez and Tarantino, 2007) and Hobo with a Shotgun (Eisener, 2011) address nostalgia for a specific kind of spectatorship, the grindhouse circuit, through conscious visual archaisms. Retrogialli present a more complex approach: instead of mimicking the imperfections of analogue indexicality, they fetishize the artisanal quality of filmmaking, displacing the stylistic features of the giallo in a highbrow context. Films such as Amer (Cattet and Forzani, 2009), The Strange Colour of Your Body’s Tears (Cattet and Forzani, 2013) and Berberian Sound Studio (Strickland, 2012) ultimately present a new opportunity to address the critical understanding of the giallo
Individual differences in the new literacies of online research and comprehension
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