Assessing the Impact on Critical Reading and Critical Thinking

2021 ◽  
Vol 21 (2) ◽  
pp. 277-294
Author(s):  
Anna Maria Johnson ◽  
Nusrat Jahan
Keyword(s):  
First Year ◽  
Evidence Based ◽  
Critical Reading ◽  
Reading Practices ◽  
Google Docs ◽  
Commonplace Books ◽  
Institutional Review ◽  
Writing Course ◽  
History Of ◽  
The Impact

Abstract Although much has been written about the history of commonplacing, there is a lack of evidence-based research to show the extent to which this historical practice may still be valuable today as a pedagogy that educates citizens in critical reading for democracy. This article describes an institutional-review-board-approved, experimental study to answer this question. Three sections of the same first-year reading and writing course were compared: one section did not use commonplace books, a second section used commonplace books that included quotations only, and a third section used commonplace books with reflective writing. We expected to find that students who used commonplace books would perform better in end-of-study assessments than those who did not. Instead, we were surprised to find that many of the students who were not required to use commonplace books created their own note-taking methods that performed a similar function. In essence, they developed their own commonplace book culture and methodology using Google Docs and other social reading practices. Their performance was as strong as the students who used commonplace books.

The search for impact in British probation: from programmes to skills and implementation

2017 ◽  
Author(s):  
Peter Raynor
Keyword(s):  
Evidence Based ◽  
Quantitative Methodology ◽  
Social Scientists ◽  
Qualitative And Quantitative ◽  
What Works ◽  
Evidence Based Policy ◽  
History Of ◽  
Evaluative Research ◽  
The Impact

Social scientists have often had difficulty evaluating the impact of probation services, partly because expectations and political circumstances change and partly because appropriate methodologies have been slow to develop. This chapter outlines the history of evaluative research on probation. It describes the limitations of early probation research which led to erroneous conclusions that ‘nothing works’, and goes on to show how more recent research has been based on a fuller understanding of practitioner inputs through research on programmes, skills and implementation. This is starting to lead to a better understanding of which practices are effective (‘What Works’). The chapter advocates a mixed qualitative and quantitative methodology for evaluative research which combines understanding, measurement and comparison. Finally, it points to some risks to evidence-based policy which arise from current populism and post-truth politics.

Reading Culture and Reading in 19th-Century Australia

2018 ◽  
Author(s):  
Susan K. Martin
Keyword(s):  
19Th Century ◽  
Early History ◽  
Reading Practices ◽  
Trade Routes ◽  
Publication Patterns ◽  
History Of ◽  
Reading Patterns ◽  
Reading Culture ◽  
Distance Travel ◽  
The Impact

Reading practices and tastes were transported to colonial Australia along with European colonists. Access to and circulation of books and newspapers in the colonies were subject to the vagaries of distance, travel, and transport, and these had a concomitant impact on reading patterns and access, as well as on the development of local writing and publishing. Trade routes, and the disjunction of inland versus sea routes, may have had some influence on localized reading and distribution. The early history of libraries and booksellers in the Australian colonies, publication patterns, and marketing give clues to reading patterns. Examining the reading accounts and movements of individual readers, and individual texts, provides further detail and context to the environment and situatedness of reading in the Australian colonies, as well as the impact of transport as an idea, and an influence on texts and reading.

scholarly journals THE DISAPPEARING LESION: SIGMUND FREUD, SENSORY-MOTOR PHYSIOLOGY, AND THE BEGINNINGS OF PSYCHOANALYSIS

2013 ◽  
Vol 10 (3) ◽  
pp. 569-601 ◽  
Author(s):  
KATJA GUENTHER
Keyword(s):  
Lived Experience ◽  
Intellectual History ◽  
Sigmund Freud ◽  
Reading Practices ◽  
Scientific Texts ◽  
Brain Science ◽  
Motor Physiology ◽  
History Of ◽  
Mental Pathology ◽  
The Impact

Freud's criticism of the localization project as carried out by Theodor Meynert and Carl Wernicke has usually been seen as marking his break with contemporaneous brain science. In this article, however, I show that Freud criticized localization not by turning his back on brain science, but rather by radicalizing some of its principles. In particular, he argued that the physiological pretensions of the localization project remained at odds with its uncritical importation of psychological categories. Further, by avoiding a confusion of categories and adopting a parallelist reading, Freud was able to develop a fully “physiologized” account of nervous processes. This opened up the possibility for forms of mental pathology that were not reliant on the anatomical lesion. Instead, Freud suggested that lived experience might be able to create a pathological organization within the nervous system. This critique—a passage through, rather than a turn away from, brain science—opened the possibility for Freud's theory of the unconscious and his developing psychoanalysis. On a methodological level, this article aims to show how the intellectual history of modern Europe can gain from taking seriously the impact of the brain sciences, and by applying to scientific texts the methods and reading practices traditionally reserved for philosophical or literary works.

Impact of a multidisciplinary cancer care program and nurse navigation on pancreatic adenocarcinoma treatment.

2012 ◽  
Vol 30 (34_suppl) ◽  
pp. 200-200
Author(s):  
Laurence E. McCahill ◽  
Mary May ◽  
Coralyn Martinez ◽  
Wendy K. Taylor ◽  
Alan T. Davis
Keyword(s):  
Pancreatic Adenocarcinoma ◽  
Stage I ◽  
First Year ◽  
Evidence Based ◽  
Newly Diagnosed ◽  
Physician Visits ◽  
Cancer Program ◽  
Gi Cancer ◽  
Nurse Navigator ◽  
The Impact

200 Background: Treatment of pancreatic adenocarcinoma (PanCa) is complex and requires input from multiple physicians. We developed a unique gastrointestinal (GI) cancer program utilizing a multidisciplinary conference, a multidisciplinary clinic (MDC), a GI nurse navigator (NN) and continuous quality assessment with a nurse clinical auditor. The impact of this program, which requires significant additional resources, on adherence to evidence based cancer treatment for newly diagnosed PanCa patients is unknown. Methods: The GI (NN) interviews patients, coordinates staging and biopsies, physician visits and subsequent adjuvant care in the first year of diagnosis. A clinical quality specialist abstracted all treatment received (surgical, radiation, chemotherapy, palliative), and data was entered into a GI Quality database. Treatment received by patients in first year of diagnosis was compared to NCCN guidelines. Results: From January 2010 to April 2012, 68 patients with newly diagnosed PanCA were evaluated/treated. Overall compliance with NCCN treatment guidelines was 83.4%. Compliance was highest for stage I (almost all underwent surgical resection) and stage IV (none underwent surgery). Utilization of adjuvant therapies was 80% (16/20) for patients with stageI/II disease. Eight patients with stage I/II disease did not undergo surgery, due to comorbidities or disease progression. Conclusions: A novel GI cancer program utilizing a multispecialty MDC and a dedicated GI NN demonstrates very high compliance with evidence based therapy for first line treatment for PanCa patients. Although resource intensive, this level of adherence to evidence-based medicine is encouraging and higher than prior reports for PanCa. The relative contribution of the GI MDC clinic format versus the NN warrants further study. [Table: see text]

Mobile Web 2.0 Integration

2014 ◽  
pp. 581-598
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Collaboration And Communication ◽  
Social Constructivist Learning ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

Invader Fictions: National Literature after Translation

2021 ◽  
pp. 204-208
Author(s):  
Rebecca C. Johnson
Keyword(s):  
Literary History ◽  
National Literature ◽  
Literary Canon ◽  
Reading Practices ◽  
National Conversation ◽  
History Of ◽  
Literary Histories ◽  
The Moment ◽  
The Impact ◽  
Modern Arabic

This chapter discusses how translation has affected literature. When we assess criticism of translated literature as part of the larger national conversation about the novel's purpose, the formation of the national literary canon comes to resemble a process of negotiating the foreignness that lies within it and not solely a process of casting the foreign out. In doing so, we ascribe historicity to the formation of national literary history itself, reformulating not just the position of Arabic in an imagined world literary canon but also the modern Arabic literary canon. Translation helped to shape a category of national literature that belonged in turn to a comparative process. Reading the history of the novel in translation forces us to recast national literary histories, to read the nation in translation. To locate foreign literature within national literary history at the moment of its formation is only possible if one uncovers the impact that translations had on “original” writing, discourses and institutions of modernity, and reading practices. Understanding that history challenges us to read novels' depiction of even national environments or characters in the comparative critical context in which they were written and to see “national realism” as a mode that was canonized through comparative and translational methodologies and as perhaps the culmination of a history of translation.

APPROACHES TO THE HISTORY OF READERS AND READING IN EIGHTEENTH-CENTURY BRITAIN

2004 ◽  
Vol 47 (4) ◽  
pp. 1041-1054 ◽  
Author(s):  
IAN JACKSON
Keyword(s):  
Eighteenth Century ◽  
Full Range ◽  
Reading Practices ◽  
Reading Practice ◽  
Continuity And Change ◽  
Reading Material ◽  
New Synthesis ◽  
History Of ◽  
The Impact ◽  
New Evidence

The history of reading can link intellectual and cultural developments with social or political change in the eighteenth century. Historians of the book increasingly argue that an understanding of historical reading practices is essential if we are to understand the impact of texts on individuals and on society as a whole: textual evidence alone is inadequate. Recent work on eighteenth-century readers has used sources including book trade records, correspondence, and diaries to reconstruct the reading lives of individuals and of groups of readers. Such sources reveal the great variety of reading material many eighteenth-century readers could access, and the diversity and sophistication of reading practices they often employed, in selecting between a range of available reading strategies. Thus, any one theoretical paradigm is unlikely to capture the full range of eighteenth-century reading experience. Instead, we can trace the evolution of particular reading cultures, including popular and literary reading cultures, the existence of cultures based around particular genres of print, such as newspapers, and reading as a part of social and conversational life. There is now a need for a new synthesis that combines the new evidence of reading practice with textual analysis to explain continuity and change across the century.

Introduction to AJS Review Symposium: The Jewish Book: Views and Questions

AJS Review ◽  
2010 ◽  
Vol 34 (2) ◽  
pp. 353-357
Author(s):  
Adam Shear
Keyword(s):  
Intellectual History ◽  
Book History ◽  
New Technologies ◽  
History Of The Book ◽  
Reading Practices ◽  
Human Communication ◽  
Social Scientists ◽  
History Of ◽  
Written Word ◽  
The Impact

In the last several decades, the study of reading, writing, and publishing has emerged as a lively field of inquiry in the humanities and social sciences. Historians and literary scholars have engaged with a number of questions about the impact of changes in technology on reading practices and particularly on the relationship between new technologies of reading and writing and social, religious, and political change. The new field of the “history of the book,” merging aspects of social and intellectual history with the tools of analytical and descriptive bibliography, came to the fore in the second half of the twentieth century at the same time that the emergence of new forms of electronic media raised many questions for social scientists about the ways that technological change have affected aspects of human communication in our time. Meanwhile, while the field of book history emerged initially among early modernists interested in the impact of printing technology, the issues raised regarding authorship, publication, relations between orality and the written word, dissemination, and reception have enriched the study of earlier periods.

Mobile Web 2.0 Integration

2013 ◽  
Vol 4 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Research Cycle ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students’ web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants’ previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

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