The literate environment in Kenya: Re-conceptualizing the value of text

IFLA Journal ◽  
2019 ◽  
Vol 45 (4) ◽  
pp. 302-308
Author(s):  
Brooke M. Shannon
Keyword(s):  
Exploratory Study ◽  
Educational Setting ◽  
Everyday Lives ◽  
Information Practices ◽  
Reading Culture ◽  
Written Word

Understanding how a society values reading beyond the educational setting is currently described in terms of a reading culture. Shifting the focus from a reading culture to a literate environment, which comprises all the ways people interact with text in their everyday lives, is an alternative way to capture the value of the written word. This study examines the extent to which a literate environment, to include a reading culture, exists in Kenya. The data was drawn from an exploratory study of the information practices of women attending university in Kenya. Findings show that a literate environment existed and extended beyond campus. Although not widely generalizable, evidence of a reading culture was also apparent. This case demonstrates how assessing the literate environment provides a broader understanding of how people engage with text that would otherwise be missed. A broader concept will lead to better strategies to enhance engagement with text.

scholarly journals Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Jéssica Katarina Olímpia de Melo ◽  
Cleide Fernandes Teixeira ◽  
Bianca Arruda Manchester de Queiroga
Keyword(s):  
Public School ◽  
Auditory Processing ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
Educational Setting ◽  
Public School Teachers ◽  
School Teachers ◽  
Specific Knowledge ◽  
The Relationship ◽  
Source Of Information

ABSTRACT Purpose: to investigate the teachers’ knowledge on educational speech-language-hearing pathology and the importance of auditory and linguistic skills to learning, comparing the answers of public-school teachers with those of private ones. Methods: an exploratory study with a mixed quantitative and qualitative approach, conducted with 25 teachers working in kindergarten and elementary school. Data were collected with a questionnaire comprising 19 closed-ended questions (which dealt with the relationship between language, hearing, and learning) and one open-ended question (which approached their knowledge on educational speech-language-hearing pathology. The quantitative data were analyzed with descriptive and inferential statistical analyses, and the qualitative ones, with theme modality content analysis. Results: in general, the teachers recognize the importance of hearing and language to learning, although they do not feel prepared to deal with it at school, neither do they have more specific knowledge of auditory processing. The results obtained in the open-ended question revealed an also limited knowledge on educational speech-language-hearing pathology. In this sense, their greatest source of information was some teachers’ previous experience with the work of a speech-language-hearing pathologist within the educational setting. No important differences were observed between the answers given by public school teachers and those by private ones. Conclusion: the teachers’ knowledge on educational speech-language-hearing pathology and the importance of hearing and language to learning is still limited, which requires more investment in the training in this field.

The Information Practices of Parents of Transgender and Non-Binary Youth: An Exploratory Study

2021 ◽  
Vol 70 (2) ◽  
pp. 105-132
Author(s):  
Maria Ortiz-Myers ◽  
Kaitlin L. Costello
Keyword(s):  
Exploratory Study ◽  
Information Practices

scholarly journals “I teach, therefore I am?”

2020 ◽  
Vol 3 (2) ◽  
pp. 28-46
Author(s):  
Kristel M Gallagher
Keyword(s):  
Job Satisfaction ◽  
Social Science ◽  
Everyday Life ◽  
Natural Science ◽  
Exploratory Study ◽  
Job Burnout ◽  
Teacher Role ◽  
College Professors ◽  
Everyday Lives ◽  
Adjunct Professors

This exploratory study sought to identify the existence of a “teaching persona” in college professors. Specifically, an examination of self-reported differences in traits displayed as teachers versus in everyday life was conducted. Also investigated were feelings of job satisfaction and burnout in relation to these differences. Findings suggest that professors see themselves as more extraverted, emotionally stable, caring/supportive, professionally competent, and better communicators as teachers than in their everyday lives. However, adjunct professors lacked distinctiveness in all areas. Social science professors were less open to new experiences as teachers than in their everyday lives, while natural science professors were more open. In a few instances, larger differences between one’s teaching persona and everyday life were significantly related to more burnout and less job satisfaction. Being more conscientious, feeling more capable, and perceiving oneself as a better communicator in the teacher-role was associated with more job burnout.

scholarly journals Assessing, Deliberating, Responding: An Annotated Bibliography for a Post-Truth Age

2020 ◽  
Vol 4 (2) ◽  
pp. 23-36
Author(s):  
Jacob D. Richter
Keyword(s):  
Academic Discourse ◽  
Annotated Bibliography ◽  
Everyday Lives ◽  
Information Practices ◽  
Challenging Students

The Infosphere Probe is a project geared toward re-envisioning some features of traditional annotated bibliography assignments in an attempt to empower contemporary information citizens. By challenging students to assess the information circulating in their everyday lives, the Infosphere Probe explores strategies with which contemporary classrooms might nurture and cultivate empowered information practices that appreciate lived information cultures traditionally neglected within academic discourse.

Information Practices in the Mobile Knowledge Work Context

2016 ◽  
Author(s):  
Leslie Thomson
Keyword(s):  
Exploratory Study ◽  
Ad Hoc ◽  
Knowledge Workers ◽  
Knowledge Work ◽  
Work Context ◽  
Structured Interviews ◽  
Information Practices

This paper reports theoretical and empirical findingsfrom an exploratory study aimed at understandingmobile knowledge workers' information practices.Semi-structured interviews with sixteen mobileknowledge workers suggest the creative ways that thisdemographic leverages and enacts ad hoc, 'emergent'assemblages of technology in order to deal with thevarious spatial, temporal, social, and organizationalcontingencies characterizing their work arrangements.Cette étude présente les résultats théoriques etempiriques d’une étude exploratoire visant à mieuxcomprendre les pratiques informationnelles destravailleurs du savoir mobiles. Les entretiens semistructurésavec seize travailleurs du savoir mobilessuggèrent quels moyens créatifs cet échantillondémographique permettent de faire apparaître et faitjouer ad hoc des assemblages « émergents » detechnologie afin de faire face aux diversescontingences spatiales, temporelles, sociales etorganisationnelles qui caractérisent leurs modalitésde travail.

scholarly journals Undesigning the Internet: An exploratory study of reducing everyday Internet connectivity

10.29007/s221 ◽  
2018 ◽  
Author(s):  
Kelly Widdicks ◽  
Tina Ringenson ◽  
Daniel Pargman ◽  
Vishnupriya Kuppusamy ◽  
Patricia Lago
Keyword(s):  
Exploratory Study ◽  
Internet Use ◽  
Future Research ◽  
The Internet ◽  
Internet Services ◽  
Internet Connectivity ◽  
Internet Infrastructure ◽  
Everyday Lives ◽  
Excessive Internet Use

Internet connectivity is seamlessly integrated into many of our everyday habits and activities. Despite this, previous research has highlighted that our rather excessive Internet use is not sustainable or even always socially beneficial. In this paper, we carried out an exploratory study on how Internet disconnection affects our everyday lives and whether such disconnection is even possible in today’s society. Through daily surveys, we captured what Internet use means for ten participants and how this varies when they are asked to disconnect by default, and re-connect only when their Internet use is deemed as necessary. From our study, we found that our participants could disconnect from the Internet for certain activities (particularly leisure focused), yet they developed adaptations in their lives to address the necessity of their Internet use. We elicit these adaptations into five themes that encompass how the participants did, or did not, use the Internet based on their necessities. Drawing on these five themes, we conclude with ways in which our study can inspire future research surrounding: Internet infrastructure limits; the promotion of slow values; Internet non-use; and the undesign of Internet services.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

An exploratory study from the patients' perspective of living with allergies

1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson
Keyword(s):  
Exploratory Study ◽  
Patients Perspective
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