iPhone for data collection: distraction in low-technology home

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Teichert
Keyword(s):  
Data Collection ◽  
Digital Literacy ◽  
Technology Use ◽  
Literacy Practices ◽  
Digital Data ◽  
Western Society ◽  
Data Collection Tool ◽  
New Literacy ◽  
New Literacy Studies ◽  
Content Type

PurposeThis paper describes the unintended and unanticipated ways an iPhone as a data collection tool created distractions during observations of five-year-old twins' digital literacy practices while in their home.Design/methodology/approachSituated in sociocultural theories of learning and development and new literacy studies, the 12-month-long case study examined young children's digital literacy practices in their homes before and during their transition into kindergarten. The article focuses on the data collection of five-year-old twins in their home with their parents, a family the author called the Skywalkers. Data sources included semistructured interviews, participant observations and informal conversations.FindingsThe mother was a low-technology user and preferred her children to engage in nondigital activities. The children were permitted 10 min every other day of “digital time.” The iPhone as a data collection tool provided them with digital access they would otherwise not have. The mother knew the focus of the study was digital engagement and that the iPhone was used for data collection (i.e. photographs and videos). Although the iPhone was intended to be used in establishing rapport and taking photographs, the children frequently asked to video record their play and therefore the iPhone became a distraction.Originality/valueGiven the prevalence of smartphones in Western society, the recruitment of a family with such low-technology use was unforeseen. As digital data collection increases in qualitative research, researchers should not assume that a smartphone is always appropriate for gathering photographic data. This is particularly important when investigating digital literacy practices of families in their homes.

scholarly journals PLURILINGUAL SOCIAL NETWORKS AND THE CREATION OF HYBRID CULTURAL SPACES

2019 ◽  
Vol 58 (1) ◽  
pp. 139-157 ◽  
Author(s):  
Joel Windle ◽  
Bárbara Bravo Pires Ferreira
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Social Environments ◽  
New Literacy ◽  
New Literacy Studies ◽  
Linguistic Resources

ABSTRACT Although plurilingualism is a well-established topic in the international literature, especially in situations of transnational mobility, we still know little about the learning and appropriation of non-standard forms of English by young Brazilians online. Unlike the instrumental uses that predominate in formal English language teaching, digital literacy practices often focus on identity construction and expression, posing questions of race, gender, sexuality, and social status. Based on a digital ethnography of a Facebook page focused on American black popular culture, we analyze the linguistic resources and cultural references drawn upon by participants. The research seeks to understand the perspectives and online practices of young Brazilians, mobilizing theoretical resources from New Literacy Studies to understand the processes of discursive construction and resignification. The results show the importance of virtual spaces for the affirmation of subaltern identities, and at the same time the spatial restriction of some discursive expressions of identity, isolated from other educational and social environments in which the participants circulate. The article concludes by considering the implications for the democratization of foreign language learning in Brazil.

Lifestyle Diglossia and Mobile

2017 ◽  
pp. 2100-2112
Author(s):  
Mukul Saxena
Keyword(s):  
Digital Literacy ◽  
Literacy Practices ◽  
Cultural Practices ◽  
Personal Communication ◽  
Written Language ◽  
Ethnographic Research ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies

This chapter proposes to chart the development of understanding of literacy as a practice, which is now digital in nature and globally distributed, therefore digital literacy practices require new lenses and ways of research explorations. The notion of literacy has shifted from being autonomous to ideological during the last three decades. It is not seen anymore as a single unified competence, but as changing from place to place and varying in different social-cultural contexts. Despite the fact that there are different writing systems that are used in different ways in different contexts, the differences between them are no longer seen as primarily technical (Graff, 1979; Heath, 1983; Street, 1993). The differences that do exist between literacies are seen as being due to differences in cultural practices, values and ideologies. As a consequence, the methodological shift towards ethnographic research on literacy has arisen from a fundamental change in thinking about the nature of literacy and the development of the “new literacy studies” (Street, 1993: 4). Ethnographic approaches to literacy, such as those developed by Heath (1983), Street (1984), Barton (1991, 1994) and others are based on the everyday uses of written language(s) by specific groups and subgroups in a specific locality. According to Graff, these approaches to literacy provide “both new and better cases for study, opportunity for explanations, and approaches to literacy's variable historical meaning and contribution” (1986: 127). The ethnographic research on literacies in multilingual contexts (e.g. Saxena, 1994; Hartley, 1994) further contributed to the development of ‘new literacy studies' (NLS). However, with the development of mobile devices during the last decade and the allied software industries, digital literacy communication has become synonymous with globalisation and a divergence between the literacy practices in ‘regulated spaces' and ‘unregulated spaces' (Sebba, 2009) particularly among the youth is becoming a marked feature of inter-personal communication. Sebba defines ‘unregulated spaces' as places where the prescriptiveness of standardisation and monolingualism has not yet reached, or where it holds no power and practices may deviate from the prescribed norms. Such spaces open up opportunities for identity construction and group definition.

Lifestyle Diglossia and Mobile

2016 ◽  
pp. 49-60 ◽  
Author(s):  
Mukul Saxena
Keyword(s):  
Digital Literacy ◽  
Literacy Practices ◽  
Cultural Practices ◽  
Personal Communication ◽  
Written Language ◽  
Ethnographic Research ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies

This chapter proposes to chart the development of understanding of literacy as a practice, which is now digital in nature and globally distributed, therefore digital literacy practices require new lenses and ways of research explorations. The notion of literacy has shifted from being autonomous to ideological during the last three decades. It is not seen anymore as a single unified competence, but as changing from place to place and varying in different social-cultural contexts. Despite the fact that there are different writing systems that are used in different ways in different contexts, the differences between them are no longer seen as primarily technical (Graff, 1979; Heath, 1983; Street, 1993). The differences that do exist between literacies are seen as being due to differences in cultural practices, values and ideologies. As a consequence, the methodological shift towards ethnographic research on literacy has arisen from a fundamental change in thinking about the nature of literacy and the development of the “new literacy studies” (Street, 1993: 4). Ethnographic approaches to literacy, such as those developed by Heath (1983), Street (1984), Barton (1991, 1994) and others are based on the everyday uses of written language(s) by specific groups and subgroups in a specific locality. According to Graff, these approaches to literacy provide “both new and better cases for study, opportunity for explanations, and approaches to literacy's variable historical meaning and contribution” (1986: 127). The ethnographic research on literacies in multilingual contexts (e.g. Saxena, 1994; Hartley, 1994) further contributed to the development of ‘new literacy studies' (NLS). However, with the development of mobile devices during the last decade and the allied software industries, digital literacy communication has become synonymous with globalisation and a divergence between the literacy practices in ‘regulated spaces' and ‘unregulated spaces' (Sebba, 2009) particularly among the youth is becoming a marked feature of inter-personal communication. Sebba defines ‘unregulated spaces' as places where the prescriptiveness of standardisation and monolingualism has not yet reached, or where it holds no power and practices may deviate from the prescribed norms. Such spaces open up opportunities for identity construction and group definition.

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.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

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.

scholarly journals The material culture of burial and its microgeography: A Luxembourg cemetery as a methodological example of an object-centred approach to quantitative material culture studies

2019 ◽  
Vol 24 (3) ◽  
pp. 334-359
Author(s):  
Christoph K. Streb ◽  
Thomas Kolnberger ◽  
Sonja Kmec
Keyword(s):  
Spatial Analysis ◽  
Data Collection ◽  
Material Culture ◽  
Western Europe ◽  
Digital Data ◽  
Spatial Proximity ◽  
Quantitative Methodology ◽  
Data Collection Tool ◽  
Theoretical Frameworks ◽  
The University

This article uses a novel quantitative methodology to examine sepulchral material culture. Drawing on the theoretical frameworks of social spatialization and art as agency, the authors contend that variations in grave designs and materiality cannot simply be explained in terms of changes in fashion and mentality. Other factors also need to be taken into account. Using a digital data collection tool, the Cemetery Surveyor Application (CSA) developed at the University of Luxembourg, they compile a set of data encompassing all the material aspects of each grave in a cemetery in Luxembourg (Western Europe), the setting of their case study. The graves are dated from the 1850s to 2015. |The authors compare the chronological evolution of the most recurrent material features with a GIS-based spatial analysis of the same features. The results of the spatial analysis not only largely confirm the chronological study, but also allow them to be more precise (dating is often problematic) and include undated graves (a third of the sample). The digital data collection tool also allows them to compare cemeteries and to highlight variations in these that cannot merely be imputed to chronology, but also to spatial proximity and material agency.

scholarly journals Project management maturity in the age of big data

2014 ◽  
Vol 7 (2) ◽  
pp. 311-317 ◽  
Author(s):  
Nigel Williams ◽  
Nicole P. Ferdinand ◽  
Robin Croft
Keyword(s):  
Big Data ◽  
Project Management ◽  
Data Collection ◽  
Unstructured Data ◽  
Digital Data ◽  
Potential Contribution ◽  
Maturity Models ◽  
Research Attention ◽  
Content Type ◽  
Analytical Approaches

Purpose – While the area of project management maturity (PMM) is attracting an increased amount of research attention, the approaches to measuring maturity fit within existing social science conventions. This paper aims to examine the potential contribution of new data collection and analytical approaches to develop new insights in PMM. Design/methodology/approach – This paper takes the form of a literature review. Findings – The current trends of rapidly growing digital data collection and storage may have the potential to develop approaches to PMM assessment that overcome the limitations of existing qualitative and quantitative approaches. Research limitations/implications – Future research in PMM can employ techniques such as social network analysis and text analysis to develop insights based on the flow and content of information in organizations. Practical implications – Adoption of data analytical approaches from big data can enable the creation of new types of holistic and adaptive maturity models. Holistic maturity models provide insights based on both structured and unstructured data within organizations. Adaptive maturity models provide rapid insights based on the flow of information within an enterprise. Originality/value – The recent trend towards digitising of organizational knowledge and interactions has created the possibility to apply new analytical approaches and techniques to the understanding of PMM in firms. This paper identifies possible tools and approaches that can be applied to create new types of maturity models based on structured and unstructured data.

Family and Home Literacy Across Time

2017 ◽  
Author(s):  
Catherine Compton-Lilly
Keyword(s):  
Young Children ◽  
Family Literacy ◽  
Literacy Practices ◽  
Full Range ◽  
Family Members ◽  
Home Literacy ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Family Home

In 1982, Denny Taylor coined the term “family literacy” to reference the ways young children and their parents interact around texts. Since then, the term family literacy has generally been applied to the practices that occur in homes to support young children as they become readers and writers. However, 30 years later, this definition negates the full scope of possibilities that might inform our understandings of the literacy practices that occur within home spaces and among family members. These possibilities reflect two important trends increasingly recognized within literacy research communities. First, technological advances have affected the ways people read and write and the multimodal literacy practices that have come to define literacy in families and homes. These developments are often the focus of New Literacy Studies as defined by the New London Group and others. Second, while generally not addressed in terms of family literacy, a substantial and growing body of research has documented the out-of-school literacy practices of adolescents and youth. Many of these literacy practices are enacted and displayed in home settings. While connections between out-of-school literacy practices and family literacy are generally not explicit, homes and families provide significant social contexts that are critical to engaging in technological, peer-informed, and popular culture practices. In short, family literacy does not end once children learn to read. In contrast, family literacy assumes new forms and involves new modalities that both echo and extend the literacy practices found within families. This is significant, as it challenges conceptions of adolescent and youth literacy as being separate from the literacy practices of families. To extend what is meant by family literacy, it is redefined as more than traditional activities that involve young children with texts. Instead, researchers are challenged to consider the full range of literacy practices that occur among family members and within homes across time. In doing this, family literacy and new literacy studies are brought together. Thus, the term family/home literacy is used to recognize not only the literacy practices that are enacted between children and parents, but the full range of literacy practices that occur among all family members—including siblings, extended family members, and friends. In short, family/home literacy practices are intertwined with home literacy affordances, which include the texts, opportunities, and technological resources that are available and used in homes. In order to explore family/home literacies over time, children’s literacy practices, including traditional and technological family/home literacy practices, are explored. Issues raised include parental mentoring of school-age children as they encounter new technologies at home, the adaptation of available resources by children as they move into and through adolescence, and transactions involving texts (both traditional and digital) among adolescents, young adults, and their parents.

New Literacies in 21st Century Classrooms

2017 ◽  
pp. 22-42
Keyword(s):  
21St Century ◽  
Literacy Practices ◽  
Theory And Practice ◽  
Social Semiotics ◽  
Language And Literacy ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Everyday ◽  
Insight Into

Understanding 21st century communication requires an acknowledgement of the increasing role technology plays in the everyday lives of children. At home, children routinely engage in techno-literate environments where they use multiple modes for playing and learning. In order to build a bridge between theory and practice, it is helpful to draw upon the field of multiliteracies, New Literacy Studies, and social semiotics. Applying these theories to the language and literacy practices of elementary students provides insight into text making and the design process or fit between modes and affordances. This chapter helps the reader gain the necessary background for grasping the complexities involved in producing coherent and cohesive texts.

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