1,721,022 research outputs found
Reading, writing and co-authorship in blogs
No full textThe blog is a co-constructed online space that rivals the website as a publication platform. While adults, teens and children author blogs, little is known about the younger participants' practices. Further, despite the blog's interactive nature, the impact of collaborative affordances on meaning is yet to be fully articulated. This paper reveals how blog authors employ the technical affordances of blogs to position readers as meaning co-constructors. Child blog authors and their readers achieve three types of co-authorship by using tags and comments, as revealed by a systemic functional linguistics (SFL) analysis. Analysis shows that blog co-authorship blurs the line between 'author' and 'reader', unsettling traditional notions of writing and reading. Curriculum and policy definitions of literacy that separate reading and writing are placed under pressure by the co-constructive nature of web-mediated texts of power such as blogs, suggesting that collaborative text realisation may need to be accounted for in future curriculum design
Adult literacy and social capital
No full text[Extract] In 2004, three researchers, Stephen Black, Jo Balatti, and Ian Falk, were funded by the Australian National Centre for Vocational Education Research (NCVER), to examine the social capital outcomes of adult literacy and numeracy programmes. The final report of the project was entitled Reframing adult literacy and numeracy course outcomes: A social capital perspective (Balatti, Black & Falk 2006). This project was the first Australian study to focus on the social capital related to adult literacy and numeracy, and it found that the great majority of adult literacy and numeracy students (almost 80% in this study) experienced social capital outcomes from participating in an accredited adult literacy and numeracy course. Furthermore, these outcomes were related to students' socioeconomic wellbeing
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
Review of Anna Filipi, 'Toddler and Parent Interaction: The Organization of Gaze, Pointing and Vocalization.' Amsterdam: John Benjamins Publishing Company, 2010
No full textThis volume represents a valuable contribution to a growing literature expanding our understanding of the ontogenesis of meaning-making in infants. Filipi reports on a study of the developing everyday interaction between child and parent spanning the period during which 'infants are beginning to acquire language and develop a linguistic system' (p. 58), that is, from about 9 to 18 months of age. The study is concerned, specifically, with exploring the 'development of interactional competence' (p. 227) in infants in the context of everyday infant–parent interaction. The methodology used to frame the research questions, and to collect, record and analyse the data, is drawn from Conversation Analysis (hereafter CA). Filipi's analysis of infant-parent interaction draws the reader's attention to the degree to which infants are able to use gaze, gesture and vocalization as resources to contribute to the orderly co-construction of meaningful interactions in everyday settings, from before they are able to talk and while they are learning to talk, as well as to the ways, and the extent to which, infants develop their interactional skills during these interactions. The data on which the study is based are quite captivating. In accordance with the CA approach she has chosen, Filipi has collected videoed fragments of spontaneous, naturally occurring interactions from four infant-parent dyads, including a bilingual dyad, and transcribed these in meticulous detail using CA transcription conventions. A companion website makes it possible to view the video while reading the transcripts, a very helpful accompaniment to the text, given that Filipi's multimodal analysis gives equal status to gaze, gesture and vocalization as interactional resources
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
Book Review: Powerful Literacy in the Montessori Classroom: Aligning Reading Research and Practice
Full text linkA century on, as young children in Montessori classrooms around the world continue to engage with Sandpaper Letters, Metal Insets, Moveable Alphabets, and Reading Command cards, an accumulation of studies into how children learn to read from across a range ofdisciplines has generated an influential body of research evidence that has been dubbed the science of reading. The science of reading is currently being used to shape education policy and mandated curriculum documents, especially in the English-speaking world. For this reason, the comparative analysis of the Montessori approach and the science of reading presented in Powerful Literacy inthe Montessori Classroom: Aligning Reading Research and Practice will be welcomed by many Montessori educators
Montessori and Early Childhood: A guide for students
No full textEarly childhood education across the world has been influenced by the pioneering work of Maria Montessori, and this book provides a complete overview of Montessori pedagogy and practice. It considers the Montessori approach within the context of early childhood education and care, and examines it in the light of new insights from the fields of neuroscience and child development. By helping the reader understand the influence of Montessori on contemporary early years policy and practice, the book outlines ideas relevant to all early years settings, and suggests ways for all early childhood educators to apply these ideas in practice. The book looks in detail at: • The Montessori story • The child as worker and the adult as observer • Developing independence and concentration • Using the senses to build the foundations for learning • Early communication and language • Early mathematics • Cultural knowledge and understanding • Maria Montessori, and other early childhood pioneers Within each chapter are definitions of the key concepts of the Montessori approach, questions for reflection and discussion, activities and suggestions for further reading. This book focuses on the 3 to 6 age range
The Literacy Demands of the Teaching Workplace
No full textThe aim of a recent whole-school literacy project at a regional Australian secondary school, in partnership with a local university, was 'to show teachers how to embed sequences of explicit literacy teaching into their units of work' in order to help students learn the literacy practices of each subject area (Clary, Feez, Garvey and Partridge 2015, 32; see also Clary and Feez 2105). The school, with an enrolment of approximately 700 students and a staff of around 50 teachers, caters to the needs of students from diverse language and cultural backgrounds and with diverse needs, from high-achieving students to those who experience educational disadvantage
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