scholarly journals “I can read, I just can't see”: a disability rights-based perspective on reading by listening

2021 ◽  
Vol 78 (7) ◽  
pp. 176-191
Author(s):  
Anna Lundh
Keyword(s):  
Research Area ◽  
Subject Position ◽  
Disability Rights ◽  
Literacy Studies ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Content Type ◽  
Critical Studies ◽  
The Subject

PurposeThe aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.Design/methodology/approachThe study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.FindingsThe participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.Originality/valueThe article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

Using media to promote artisan food and beverages: insights from the television industry

2016 ◽  
Vol 118 (3) ◽  
pp. 588-602 ◽  
Author(s):  
Michelle Phillipov
Keyword(s):  
Media Production ◽  
Structured Interviews ◽  
Television Industry ◽  
Content Type ◽  
Mainstream Media ◽  
Food And Beverage ◽  
Cooking Shows ◽  
The Subject ◽  
Food Media ◽  
Practical Implications

Purpose – The increasing frequency with which food and beverage producers feature in mainstream media, including television cooking shows, provide opportunities and pitfalls for using media to promote artisan food and beverage businesses. The purpose of this paper is to evaluate these, as experienced by a group of food and beverage producers who appeared on the popular Australian television show, Gourmet Farmer. Design/methodology/approach – Findings are based on semi-structured interviews with 14 of the producers featured on the show, plus textual analysis of relevant segments of the show. Findings – While all of the producers felt that food television offered a good promotional tool, those who were most familiar with the practices of media production and whose businesses offered experiences through which viewers could access (or imagine) a “taste” of the Gourmet Farmer life tended to be more satisfied than those who were less familiar with the practices of media production and who expected a greater focus on their products and production practices. Practical implications – The development of media skills is essential for artisan producers to get the best outcomes when using media to promote their businesses. Originality/value – The experiences of food and beverage producers using food television to promote their businesses have not previously been the subject of thoroughgoing research. This paper offers new insights into how artisan producers can best capitalize on the opportunities offered by food media.

Exploring the effects of studentification on neighbourhoods in Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oluseyi Adebowale ◽  
Fredrick Simpeh
Keyword(s):  
Research Area ◽  
Student Housing ◽  
Research Strategy ◽  
The Body ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Related Factors ◽  
Content Type ◽  
Positive Effects ◽  
Analysis Technique

Purpose The increase in enrolment into higher education and the inadequate student housing in educational institutions has led to the growth of off-campus private student housing in Nigeria. Studentification as a research area has received attention in most countries in the global North, whereas there is dearth of studies on studentification in Nigeria. Therefore, this paper aims to examine the effects of studentification on the residents of selected Nigerian communities. Design/methodology/approach The study adopted an exploratory research strategy. Semi-structured interviews were conducted to gather qualitative data from respondents, who were landlords and indigenous tenants of the host communities of two tertiary institutions. The data collected were analysed by means of the thematic analysis technique. Findings It became evident that studentification has some effects on the communities. Significant positive effects are business patronage and liveliness, while socio-economic-related factors, which include indecent clothing and theft, were noted as the most significant negative factors. Practical implications Implementing the outcomes of this study will contribute to promoting societal ethical values and economic prosperity of the communities. Originality/value The paper contributes to building the body of knowledge on the effect of studentification in the Nigerian context.

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

scholarly journals Typing your way to technical identity

Pragmatics ◽  
2015 ◽  
Vol 25 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Identity Performance ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Online Environments ◽  
Creative Self

Informal, online environments facilitate creative self-expression through typographic and orthographic stylistics. Yet, ideologies of writing may be invoked to discourage written forms that are purportedly difficult to read. This paper analyzes how members of an online, text-based, gaming community negotiate appropriate, written communications as expressions of technical identity. These encounters may reify communities of technologists who are associated with using or avoiding forms such as abbreviations, capital letters, and “leet speak.” Amid the technologizing of the word, the paper argues that those who do not conform to assumed norms may be indexed as less technical than those who do. By examining troubled encounters, the paper explores how metapragmatic negotiations affect creativity and technical identity performance online. The paper argues that contrary to discourses that online interactants pay little attention to written stylistics, the present participants closely attended to subtle and small forms. Further, it discusses how ideologies may be idiosyncratically applied to assist in forming asymmetrical, technical identities. Finally, it argues that technical affiliations are just as important to study as other variables such as gender, ethnicity, age, and class that have traditionally received attention in analyses of ideologies of writing and New Literacy Studies.

What is visual-numeric literacy, and how does it work?

2020 ◽  
Author(s):  
Elise Seip Tønnessen
Keyword(s):  
Social Science ◽  
Upper Secondary School ◽  
Literacy Studies ◽  
Science Classrooms ◽  
New Literacy ◽  
New Literacy Studies ◽  
Use Of Data ◽  
Upper Secondary ◽  
System Variables ◽  
Data Visualizations

This article explores the concept of literacy related to the use of data visualizations. Literacy is here understood as the ability to make sense from semiotic resources in an educational context. Theoretically the discussion is based in social semiotic theory on multimodality in the tradition of New Literacy Studies. Empirical examples are taken from observations in two Social Science classrooms in upper secondary school in Norway, where the students work with publicly available data visualizations to answer tasks designed by their teacher. The discussion sums up factors that affect reading and learning from such complex resources: taking time to explore axis system, variables, and digitally available options; questioning data; and contextualizing results.

scholarly journals Tracing interacting literacy practices in master's dissertation writing

2017 ◽  
Author(s):  
Kathrin Kaufhold
Keyword(s):  
Social Practice ◽  
Literacy Practices ◽  
Academic Literacies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Business Partners ◽  
Dissertation Writing ◽  
Interdisciplinary Approaches

Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

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