scholarly journals Gig Expectations: Literacy Practices, Events, and Texts in the Gig Economy

2021 ◽  
pp. 074108832110529
Author(s):  
Christopher Corbel ◽  
Trent Newman ◽  
Lesley Farrell
Keyword(s):  
Literacy Practices ◽  
Virtual Work ◽  
Social Activity ◽  
Discourse Communities ◽  
Written Text ◽  
The Core ◽  
Gig Economy ◽  
Text Types ◽  
Online Labor ◽  
Core Literacy

This article explores the writing and reading requirements of the literacy practices, events, and texts characteristic of work mediated by the online labor platforms of the gig economy, such as Airtasker and Freelancer, which bring together people needing a job done with those willing to do it. These emerging platform-based discourse communities and their associated literacies are a new domain of social activity. Based on an examination of seven gig economy platforms, the present article examines the core literacy event in the gig economy, the posting and bidding for tasks, together with the texts that enhance and support this process. While some tasks require written texts as the outcome or product, all tasks involve the creation of some form of written text as part of doing the work. These texts are both interactional and interpersonal. As well as being a part of negotiating and then getting a task done, they relate to the complexities of building the identities, knowledge, and relationships required of those working in a virtual work space rather than a traditional workplace. While most of these texts reflect familiar text types, the core text cycle is argued to be an “emergent” genre. Implications for education are presented.

scholarly journals Category Theory as Interpretation Law Model in Artificial Intelligence Era

2021 ◽  
Vol 3 (1) ◽  
pp. 35-47
Author(s):  
Lambrini Seremeti ◽  
◽  
Ioannis Kougias ◽  
Keyword(s):  
Artificial Intelligence ◽  
Category Theory ◽  
Practical Importance ◽  
Social Activity ◽  
Legal Framework ◽  
Social Activities ◽  
The Core ◽  
Everyday Activities ◽  
Micro Level

Nowadays, artificial intelligence entities operate autonomously and they actively participate in everyday social activities. At a macro-perspective, they play the role of mediator between people and their actions, as components of the fundamental structure of every social activity. At a micro-perspective, they can be considered as fixed critical points whose hypostasis is not subject to established legal framework. A key point is that embedding artificial intelligence entities in everyday activities may maximize legal uncertainty both at the macro and micro-level, as well as at the interim phase, i.e., the switch between the two levels. In this paper, we adapt a well-known concept from Category Theory, namely that of the pushout, in order to approximate the core interpretation legal framework of such activities, by considering each level as an open system. The purpose of using Systems Theory in combination with Category Theory is to introduce a mathematical approach to uniquely interpret complex legal social activities and to show that this novel area of artificially enhanced activities is of prime and practical importance and significance to law and computer science practitioners.

The Moral Education Function and Path Choice of Art Education in Elementary Education

2021 ◽  
Vol 7 (6) ◽  
pp. 5570-5585
Author(s):  
Wang Kunqi
Keyword(s):  
Elementary Education ◽  
Art Education ◽  
Moral Education ◽  
Compulsory Education ◽  
Evaluation Standards ◽  
The Core ◽  
Moral Problems ◽  
Innovative Thinking ◽  
Core Literacy ◽  
Education Courses

Objectives: Since the 21st century, the cultivation of talents has shifted from the "core of knowledge" to the "core of literacy", which is also an emphasis on and attention to the core literacy of students. The elementary education policy represents an important measure in China's comprehensive quality education, and it puts forward higher requirements on the content and evaluation standards of basic art education. Ideological and moral education has always been highly valued in China. Moral education courses are compulsory public courses for students from elementary school to middle school across the country. The contradiction between the development and prosperity of moral education and the ideological and moral problems of students in the compulsory education stage is thought provoking. It is imperative to reform the existing moral education work. Giving full play to the moral education function of art education in elementary education is a popular and effective way for students in elementary and middle schools. The significance of this article's research on the moral education function of art education in elementary education is to infiltrate the moral education of art education, cultivate sentiments, improve students' aesthetic ability, cultivate students' artistic qualities and innovative thinking, to cultivate all-round development of people.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

scholarly journals Re-thinking employability with a literacies lens

2018 ◽  
Vol 8 (2) ◽  
pp. 164-178
Author(s):  
Alexandra Kendall ◽  
Amanda French
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Literacy Practices ◽  
Social Activity ◽  
Approaches To Learning ◽  
Self Esteem ◽  
Content Type ◽  
Social Theories ◽  
Funded Project ◽  
Engaging Student

Purpose The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning. Design/methodology/approach L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular. Findings This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace. Originality/value The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

Stickiness: An Unspoken Chapter in the Gig World

2020 ◽  
Vol 13 (2) ◽  
pp. 220-225
Author(s):  
Mamatha S. V.
Keyword(s):  
Work Life ◽  
Work Life Balance ◽  
Skilled Workers ◽  
Life Balance ◽  
The Core ◽  
Gig Economy ◽  
Highly Skilled ◽  
Core Principle ◽  
Control Work ◽  
Entrepreneurial Activities

Gig economy is very attractive due to its alluring factors of flexibility, control work–life balance and entrepreneurial activities, but is it enough to bring them back to the same platform companies. Stickiness and gig economy are opposites as stickiness defies the core principle of gig economy, which is temporariness. But stickiness needs focus as more gig workers are dependent on it as a steady source of primary income. Companies also look at them for getting highly skilled workers at lower costs. This article delves into the factors which bring repeat business from the same gig worker to the platform company.

Living Dialogues in One Neighborhood: Moving toward Understanding across Discourses and Practices of Literacy and Schooling

2000 ◽  
Vol 32 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Theresa Rogers ◽  
Cynthia Tyson ◽  
Elizabeth Marshall
Keyword(s):  
Literacy Instruction ◽  
Classroom Practices ◽  
Literacy Practices ◽  
Critical Discourse ◽  
Discourse Communities ◽  
Language And Literacy ◽  
Complex Interplay ◽  
School Based ◽  
Inclusive School ◽  
Theoretical Frame

Drawing on a critical discourse perspective, we examine the “living dialogues,” or the complex interplay between discourses, in one neighborhood to recontextualize the often polarized debates about literacy instruction within education. Focusing on three children, their families, teachers, and classrooms, we argue that the creation of more inclusive school literacy practices requires a consideration of how discourses function within and across homes, communities, and schools. Thus we focus less on the merits or limits of one instructional method than on how living dialogues reflect particular and situated beliefs about language and literacy practices. Within this theoretical frame, classrooms arise as contextualized spaces where the living dialogues of unique discourse communities intersect, and where the relational discourses that shape and reflect classroom practices have the potential to open up or close down instructional spaces for children. A critical discourse perspective re-situates debates around literacy instruction and allows us to engage in complex ways with the dilemmas and possibilities of school-based literacy practices. Perhaps the most insidious and least understood form of segregation is that of the word. For if the word has the potency to revive and make us free, it has also the power to bind, imprison, and destroy. - Ralph Ellison

Johanna Sinisalo and the New Weird

2018 ◽  
pp. 183-200
Author(s):  
Hanna-Riikka Roine ◽  
Hanna Samola
Keyword(s):  
Science Fiction ◽  
Fairy Tale ◽  
Thought Experiment ◽  
Speculative Fiction ◽  
The Sun ◽  
The Novel ◽  
Multiple Sources ◽  
The Core ◽  
Text Types ◽  
Fiction Writer

This chapter analyzes the Finnish author Johanna Sinisalo’s 2013 novel Auringon ydin [The core of the sun] in the contexts of speculative fiction, dystopia, and fairy tale to provide an illustrative example of Sinisalo’s oeuvre. The novel combines various elements, genres, and text-types in a self-reflexive and parodic way, which both gives the novel a peculiar twist and offers an interesting viewpoint on the Finnish weird. The novel’s fabulous thought experiment combines the depiction of human domestication with real documents addressing eugenics and sterilization and the domestication of silver foxes. The chapter also discusses dystopian and fairy-tale elements in the novel and suggests that while Sinisalo draws from multiple sources in her writing, she can be considered a science-fiction writer due to her focus on the thought experiment.

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