Multimodal map making with young children: exploring ethnographic and participatory methods

2011 ◽  
Vol 11 (3) ◽  
pp. 311-330 ◽  
Author(s):  
Alison Clark
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Learning Communities ◽  
Learning Environments ◽  
Meaning Making ◽  
Participatory Methods ◽  
Professional Boundaries ◽  
Mosaic Approach ◽  
Cultural Brokerage ◽  
A Site

Researching the ‘insider’ perspectives of young children requires a readiness to not only tune into different modes of communication but also to create opportunities for this knowledge to be communicated to others. This research is based on a longitudinal study involving young children and adults in the design and review of learning environments. This article first explores mapmaking, one of the methods used in the Mosaic approach as a site of multi-modal communication. Second, it investigates how the maps, as informant-led representations can promote ‘cultural brokerage’ (Chalfen and Rich, 2007) by facilitating the exchange of meanings within learning communities and beyond. This applied ethnographic and participatory research raises questions about the importance of making visible these opportunities for meaning-making across generational and professional boundaries.

Contending with Carcerality: Discursive Resistance to Elite Appropriation of Antiviolence Activism in Indian Media

2021 ◽  
pp. 107780122110260
Author(s):  
Chiara C. Packard
Keyword(s):  
Content Analysis ◽  
Meaning Making ◽  
Qualitative Content Analysis ◽  
New Delhi ◽  
Gender Based Violence ◽  
Cultural Struggle ◽  
Carceral Feminism ◽  
Gender Based ◽  
A Site ◽  
The U.S

Research has revealed how antiviolence activism can become entangled with the state's punitive agenda, leading to what some have called “carceral feminism.” However, this scholarship focuses primarily on the U.S. context. Additionally, few studies examine the cultural battles about gender-based violence that emerge in television media, a site of cultural struggle and meaning making. This study conducts a quantitative and qualitative content analysis of 46 Indian television panel broadcasts following a highly publicized rape in New Delhi in 2012. I find that elite state actors pursue punitive agendas, but feminists and other panelists engage in discursive resistance to this approach.

Information literacy as a site for anticipation: temporal tactics for infrastructural meaning-making and algo-rhythm awareness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jutta Haider ◽  
Olof Sundin
Keyword(s):  
Meaning Making ◽  
Content Type ◽  
Information Intermediaries ◽  
Qualitative Thematic Analysis ◽  
Predictive Algorithms ◽  
Algorithmic Information ◽  
Material Conditions ◽  
A Site ◽  
Empirical Material

PurposeThe article makes an empirical and conceptual contribution to understanding the temporalities of information literacies. The paper aims to identify different ways in which anticipation of certain outcomes shapes strategies and tactics for engagement with algorithmic information intermediaries. The paper suggests that, given the dominance of predictive algorithms in society, information literacies need to be understood as sites of anticipation.Design/methodology/approachThe article explores the ways in which the invisible algorithms of information intermediaries are conceptualised, made sense of and challenged by young people in their everyday lives. This is couched in a conceptual discussion of the role of anticipation in understanding expressions of information literacies in algorithmic cultures. The empirical material drawn on consists of semi-structured, pair interviews with 61 17–19 year olds, carried out in Sweden and Denmark. The analysis is carried out by means of a qualitative thematic analysis in three steps and along two sensitising concepts – agency and temporality.FindingsThe results are presented through three themes, anticipating personalisation, divergences and interventions. These highlight how articulating an anticipatory stance works towards connecting individual responsibilities, collective responsibilities and corporate interests and thus potentially facilitating an understanding of information as co-constituted by the socio-material conditions that enable it. This has clear implications for the framing of information literacies in relation to algorithmic systems.Originality/valueThe notion of algo-rhythm awareness constitutes a novel contribution to the field. By centring the role of anticipation in the emergence of information literacies, the article advances understanding of the temporalities of information.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

Did We Become a Community? Multiple Methods for Identifying Community and Its Constituent Elements in Formal Online Learning Environments

2010 ◽  
pp. 1607-1625
Author(s):  
Richard A. Schwier ◽  
Ben Daniel
Keyword(s):  
Learning Communities ◽  
Learning Environments ◽  
Sense Of Community ◽  
Interaction Analysis ◽  
Paired Comparison ◽  
Classroom Community ◽  
Bayesian Belief Network ◽  
User Perceptions ◽  
Evaluation Approaches ◽  
Constituent Elements

To understand the nature of formal virtual learningcommunities in higher education, we are employing a variety of user-centred evaluation approaches to examinemethods for determining whether a community exists, andif it does, to isolate and understand interactions among itsconstituent elements, and ultimately to build a model offormal virtual learning communities. This chapter presents the methods we are employing to answer these seemingly simple questions, including user perceptions of community(Sense of Community Index, Classroom Community Scale), interaction analysis (density, reciprocity,) content analysis (transcript analysis, interviews, focus groups), paired-comparison analysis (Thurstone scaling) and communitymodeling techniques (Bayesian Belief Network analysis).

East-Asian Philosophical Concepts as Analytical Framework for Interpreting Non-Western Images in Children's Picturebooks

2020 ◽  
pp. 393-420
Author(s):  
Ngoc Tai Huynh ◽  
Angela Thomas ◽  
Vinh Thi To
Keyword(s):  
Young Children ◽  
Meaning Making ◽  
East Asian ◽  
Analytical Framework ◽  
Theoretical Frameworks ◽  
Learning To Read ◽  
Intercultural Awareness ◽  
Semiotic Approach ◽  
Art Forms ◽  
Cultural Constraints

In contemporary Western cultures, picturebooks are a mainstream means for young children to first attend to print and start learning to read. The use of children's picturebooks has been reported as supporting intercultural awareness in children. Multiliteracies researchers suggest that other theoretical frameworks should be applied in addition to the semiotic approach of interpreting picturebooks, especially picturebooks from non-Western cultures. This chapter theorizes how Eastern philosophical concepts influence the meaning-making potential of illustrations in Eastern picturebooks. To do this, the authors first discuss the cultural constraints when applying a contemporary semiotic framework in analyzing non-Western images. The authors introduce a framework developed based on philosophical concepts that have influenced East-Asian art forms, particularly that of painting, to understand the Eastern artistic traditions. The chapter demonstrates how to apply this framework for interpretation of non-Western images to working with multicultural picturebooks.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

Maximizing Multicultural Online Learning Experiences with the Social Presence Model, Course Examples, and Specific Strategies

2012 ◽  
pp. 395-413 ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers
Keyword(s):  
Human Rights ◽  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Social Presence ◽  
Cultural Learning ◽  
Online Interactions ◽  
The Social ◽  
Prior Experiences

This chapter presents Whiteside’s (2007) Social Presence Model, course examples, and specific strategies and explains how such factors help facilitators maximize interactions in multicultural, online learning environments. The model provides a framework rooted in socio-cultural learning, linguistic nuances, learning communities, prior experiences, and instructor investment. The chapter also illustrates how the Social Presence Model, coupled with examples from a Human Rights Education case study and research-based strategies, can make significant differences in online interactions.

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