1,720,958 research outputs found
Postdigital disconnects: The discursive formation of technology in education
No full textThis book employs a critical discourse ethnographic approach to map the production of social meaning in digital media in education, drawing on insights from Switzerland to unpack the disconnects that arise in thinking postdigitally and ways forward for rethinking socio-cultural approaches.
Grounded in Foucault-influenced, linguistically-oriented discourse studies, the book calls attention to the ways in which educational discourse has increasingly promoted digital media as a means of justifying curriculum change. Using data from policy documents, participant observation, and interviews, Mathier charts how this rhetoric manifests itself in the combination of top-down policies, on-the-ground implementation, and the lived experiences of students outside the classroom, and, in turn, surfaces broader disconnects. The volume explores how digital education is increasingly shaped by platform capitalism, how young people’s experiences are disregarded in formal knowledge production, and how the prevalence of digital teaching and learning contributes to issues of access and inequality. Through a critical discursive approach, Mathier demonstrates the need for literacy practices in postdigital education to interrogate the ways in which digital media and education are entangled in larger socio-political practices.
This book will appeal to students and scholars in critical discourse studies, critical literacy studies, digital communication, education research, and linguistic ethnography
Spaces for resistance? Language, digital media and ‘new literacies’ discourse in Swiss education policy
No full textIn 2018, cantons across Switzerland have launched and begun implementing a massive overhaul of the school curriculum. Flagship features of the newly constructed policy documents are the sections on media and technology. As part of a broader discourse-ethnographic project (Krzyzanowski, 2018), the data for this presentation was generated from the French and German curricula for upper primary and lower secondary education. The study here is a discourse analytical inquiry of the Plan d’études romand and the Lehrplan 21 for the respective linguistic regions and the ways in which the curricula address digital media literacy (Buckingham, 2007). The analysis focuses on how new literacies (Kress, 2003) are promoted or not in the language curriculum and it is also interested in the metadiscursive framing of digital discourse (cf. Thurlow, 2018).
Even though at first sight the media and technology curricula in Switzerland seem to provide young people with the skills and competences they need to participate critically in their mediatized living environments, at a second glance, the curricula prioritize ‘social goods’ (Gee, 2018) to serve the country’s workforce, politics and culture. Adhering to globalization discourse (Fairclough, 2010), the curriculum writers texture a causal relationship between the material changes (increasing importance of information and communication technology and its impacts on education) and mental processes how learners have to cope with these changing realities. The curriculum writers construct schools and education as sites for the reproduction of capital, but also as sites for the reproduction of the social and cultural order (Giroux, 2001). By drawing on Giroux’s (2001) reflections on critical literacy, the study discusses how new forms of reading and writing could be addressed in formal learning contexts to empower young people to create and use spaces for resistance
Rebooting education? A multimodal discourse ethnography of a specialized event
No full textIn 2018, cantons across Switzerland have begun implementing a massive overhaul of the school curriculum. Flagship features of the newly constructed policy documents are the sections on media and technology. The construction of new policy agendas are processes that provide different means of “reading” (Kress, 2011, p. 205) the interests of the social actors involved. As part of a broader discourse-ethnographic project (Krzyzanowski, 2018), the data for this presentation was collected at the major Swiss education fair, Swissdidac, to investigate how specialized, commercialized events promote and construct technology, media and learning. I analyze how multimodal semiotic tactics are used to mediatize, spatialize and commercialize education and technology; and how the meanings of technology and schooling are co-constructed by visitors and exhibitors. Thus, I examine how “discourses in place” (Scollon & Scollon, 2004, p. 7) about digitization in education generate meanings and actions in a “non-neutral zone” (Blommaert, 2013, p. 15)
(Meta-)Narrationen – Beschreibend-reflexive Zugänge zu lebensweltlicher Mehrsprachigkeit in der Lehramtsausbildung
Full text linkObwohl sprachliche Vielfalt in der Schweiz gesetzlich geregelt ist und gefördert wird, funktioniert ein Grossteil der Kantone einsprachig. Auch im schulischen Kontext dominieren nach wie vor monolingual geprägte Normvorstellungen. In diesem Zusammenhang interessiert uns, wie Menschen mit anderen Erstsprachen als Deutsch in biografisch-narrativen Interviews mit Lehramtsstudierenden über mehrsprachiges Aufwachsen in der Deutschschweiz berichten, und wie dieses ko-konstruierte Wissen von den Studierenden in Metatexten reflektiert wird. Mit Bezug auf narrativ-biographische Zugänge, die wir in der soziolinguistischen und diskursorientierten Erzählforschung verorten, ergründen wir zudem, inwiefern narrativ-sprachbiographische Zugänge in der Hochschullehre helfen, monolingual geprägte Normvorstellungen zu hinterfra-gen und Mehrsprachenkompetenz zu normalisieren
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
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
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