scholarly journals The Project eMysteries – From reading to writing

2021 ◽  
Vol 12 (2) ◽  
pp. 1-15
Author(s):  
Maria da Natividade Carvalho Pires ◽  
◽  
Maria Margarida Morgado ◽  
Keyword(s):  
Online Education ◽  
Mobile Devices ◽  
Collaborative Writing ◽  
Digital Culture ◽  
Close Reading ◽  
Complex Sentences ◽  
Good Reading ◽  
The Media ◽  
Detective Stories ◽  
The Mind

Digital culture is impacting heavily on young people’s lives, be it through their own attachment to social media through mobile devices or the new Covid-19 demands on distance online education. Maryanne Wolf in Reader, Come Home (2018) argues through her cognitive neuroscientific studies on reading that the mind of readers is changing given the media they are constantly using (mobile phones, computers). One of the issues Wolf debates is the loss of deep detailed modes of reading comprehension or the willingness of today’s (young) readers to engage with complex sentences or longer texts. She claims, however, that really good reading is close reading, a form of reading that requires intellectual effort from the reader involving the intellectual skills of reasoning, thinking and understanding (Wolf, 2018). How can this be promoted in the digital age? This is the aim of a European Erasmus+ funded project the authors are involved in called e-Mysteries: Detective Stories to Engage Students in Close Reading with the Use of Mobile Devices (short name: e-Mysteries). New forms of reading, as those being developed by the e-Mysteries project, create opportunities for the participatory empathetic, critical, and analytical engagement of students with what they read as well as with individual and collaborative writing in a modern flux of consumer-producer.

Cartesian Fingerprints in Beckett's Imagination Dead Imagine

2012 ◽  
Vol 21 (2) ◽  
pp. 223-243
Author(s):  
Irit Degani-Raz
Keyword(s):  
The Self ◽  
Levels Of Abstraction ◽  
The Media ◽  
The Mind ◽  
Limiting Case

The idea that Beckett investigates in his works the limits of the media he uses has been widely discussed. In this article I examine the fiction Imagination Dead Imagine as a limiting case in Beckett's exploration of limits at large and the limits of the media he uses in particular. Imagination Dead Imagine is shown to be the self-reflexive act of an artist who imaginatively explores the limits of that ultimate medium – the artist's imagination itself. My central aim is to show that various types of structural homologies (at several levels of abstraction) can be discerned between this poetic exploration of the limits of imagination and Cartesian thought. The homologies indicated here transcend what might be termed as ‘Cartesian typical topics’ (such as the mind-body dualism, the cogito, rationalism versus empiricism, etc.). The most important homologies that are indicated here are those existing between the role of imagination in Descartes' thought - an issue that until only a few decades ago was quite neglected, even by Cartesian scholars - and Beckett's perception of imagination. I suggest the use of these homologies as a tool for tracing possible sources of inspiration for Beckett's Imagination Dead Imagine.

Selfi es

2018 ◽  
Vol 2018 (1) ◽  
pp. 83-96
Author(s):  
Ramon Reichert
Keyword(s):  
Present Article ◽  
Digital Communication ◽  
Role Expectations ◽  
Digital Culture ◽  
Final Part ◽  
Human Face ◽  
History Of ◽  
The Media ◽  
Front Stage

The history of the human face is the history of its social coding and the media- conditions of its appearance. The best way to explain the »selfie«-practices of today’s digital culture is to understand such practices as both participative and commercialized cultural techniques that allow their users to fashion their selves in ways they consider relevant for their identities as individuals. Whereas they may put their image of themselves front stage with their selfies, such images for being socially shared have to match determinate role-expectations, body-norms and ideals of beauty. Against this backdrop, collectively shared repertoires of images of normalized subjectivity have developed and leave their mark on the culture of digital communication. In the critical and reflexive discourses that surround the exigencies of auto-medial self-thematization we find reactions that are critical of self-representation as such, and we find strategies of de-subjectification with reflexive awareness of their media conditions. Both strands of critical reactions however remain ambivalent as reactions of protest. The final part of the present article focuses on inter-discourses, in particular discourses that construe the phenomenon of selfies thoroughly as an expression of juvenile narcissism. The author shows how this commonly accepted reading which has precedents in the history of pictorial art reproduces resentment against women and tends to stylize adolescent persons into a homogenous »generation« lost in self-love

The Mind in Motion

2018 ◽  
Author(s):  
Elleke Boehmer
Keyword(s):  
Relevance Theory ◽  
Close Reading ◽  
Poetic Language ◽  
Dynamic Tension ◽  
The Mind

Drawing on insights from relevance theory, the chapter explores how W.B. Yeats’s late poem ‘Long-legged Fly’ creates an exemplary occasion for reflecting first on cognition and then on the ways in which cognition might be made manifest in poetic language; in particular, here, in a dominant simile that repeats as a refrain through the poem. Processing the three stanzas’ different inferential, sensorimotor, and intertextual effects, we as readers at one and the same time contemplate in each case a body in thought, and we contemplate ourselves thinking. The poem in this sense repeatedly performs how a history-changing reflective moment holds a range of creative energies in dynamic tension. Relevance theory’s ‘loose’ sifting of literal and other meanings, in Deirdre Wilson’s words, allows us to become aware of these two processes unfolding at the same time, and in relation to each other, as is demonstrated in this close reading.

scholarly journals Black Educational Leadership: The State of the Art in Ontario Elementary Schools

2018 ◽  
Vol 1 ◽  
Author(s):  
Evra Trought-Pitters
Keyword(s):  
Social Justice ◽  
Elementary Schools ◽  
Literature Review ◽  
Black Students ◽  
Cultural Capital ◽  
State Of The Art ◽  
Social Justice Education ◽  
Close Reading ◽  
The Media ◽  
Leadership Discourses

The current educational system upholds principles and practices that covertly support institutionalized oppression while affirming and legitimizing privilege and entitlement for students, teachers, and administrators who emulate the cultural capital of the dominant Western culture. This systematic literature review, explored ways in which Black leaders have enacted social justice education in Ontario elementary schools from 1970 to 2017. I have searched six academic databases, peer reviewed journals, the media, academic and professional articles and used close reading and textual analysis to critique Social Justice Leadership discourses. Barriers still exist to Black students’ progress. More research is needed for meaningful social change

scholarly journals Communication, Education and the Social Acceleration of Time in Brazilian Schools

2020 ◽  
Vol 13 (2) ◽  
pp. 33-48
Author(s):  
Rogério Pelizzari de Andrade ◽  
Douglas de Oliveira Calixto
Keyword(s):  
Mobile Devices ◽  
Basic Education ◽  
Working Hours ◽  
Sao Paulo ◽  
São Paulo ◽  
Communication Education ◽  
The Social ◽  
The Media ◽  
The University

The paper presents data from the research Interrelationships Communication and Education in the Context of Basic Education, which involved 3.7 thousand students and more than 500 Brazilian teachers, and addresses the theme of social acceleration of time. Developed by the Educommunication Mediations group (MECOM), which is linked to the School of Communications and Arts of the University of São Paulo (ECA / USP), the survey extended from September to December 2018. The results show that educators are subjected to stressful working hours and that the media, especially mobile devices, cross the school ecosystem. Through their smartphones, even accessed in the classroom, students rearrange and re-signify the experience and time of education.

Redrawing the Boundaries in Online Education through Media Literacy, OER, and Web 2.0

2012 ◽  
pp. 164-182
Author(s):  
Alexandra Bujokas de Siqueira ◽  
Danilo Rothberg ◽  
Martha Maria Prata-Linhares
Keyword(s):  
Online Education ◽  
Web 2.0 ◽  
Visual Communication ◽  
Visual Language ◽  
Digital Culture ◽  
Web 2.0 Tools ◽  
Visual Communication Design ◽  
Cultural Transformations ◽  
Minas Gerais State ◽  
Traditional Curricula

This chapter presents lessons learnt after reflecting on a distance learning course based on Web 2.0 tools, which was promoted in order to teach visual communication concepts to students on a teaching degree programme at a Federal University in Brazil (UFTM, Minas Gerais State). The authors assessed the potential of open learning to bring changes in education to the new generations of teachers, in pace with cultural transformations induced by the emergence of a digital culture. The course was structured in four modules: About visual language; Elements of visual communication; Design and style and Non-verbal text coding and decoding. The exercises in each one of the four modules mixed resources of a variety of sources, but all of them had in common the fact that they were open, free to use, and available to the general public. Results suggest that this is a productive approach to introduce new subjects into traditional curricula, but it forces educators to rethink established uses, particularly those related to assessment.

““But if It's in the Newspaper, Doesn't That Mean It's True?”” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE

2010 ◽  
Vol 72 (7) ◽  
pp. 415-420 ◽  
Author(s):  
Sally G. Hoskins
Keyword(s):  
Close Reading ◽  
Learning Method ◽  
Newspaper Article ◽  
Journal Articles ◽  
Nonscience Majors ◽  
Active Learning Method ◽  
Internet Science ◽  
The Media ◽  
Design Experiments ◽  
Science Information

The media will likely be a major source of science information after college for nonscience majors. It is thus essential that all students learn to critically read newspaper/Internet science. I have adapted the CREATE approach, an active-learning method originally designed for close reading of journal articles (Hoskins et al., 2007), for use with a newspaper article written for the general public. The analysis challenges students to read closely, learn to represent data and design experiments, and think creatively about scientific issues and their social implications. The approaches outlined here can be adapted to any scientific reading and analysis.

scholarly journals The Early 1990s and Its Afterlives: Transgender Nation Sociality in Digital Activism

2019 ◽  
Vol 5 (4) ◽  
pp. 205630511988169
Author(s):  
Eliza Steinbock
Keyword(s):  
Direct Action ◽  
Digital Culture ◽  
Imagined Community ◽  
Digital Activism ◽  
Digital Platforms ◽  
Group Transformation ◽  
Racial Dynamics ◽  
The Media

This article considers the continuities afforded by digital platforms for reactivating the 1990s Transgender Nation politics, by providing a means to bond like-minded people into imagined nations cohered into an affective public. The media archeology approach facilitates the investigation into stylistic and conceptual continuities between the 1992 and 1994 Transgender Nation’s “direct action” and militant politics into cases of digital activism from 1995 until 2016. The article further tracks early queer and trans connection and discord into later digital incarnations. The author considers digital culture as a significant site for personal and group transformation, but finds in the touchstone activities of Transgender Day of Remembrance an imagined community styled by necropolitical attunements. Direct actions online are still fueled by contesting hostility to trans life, but the critique of transgender marginalization must also account for sexual and racial dynamics.

scholarly journals Transforming Representation: Jacques Derrida and the End of Christianity

Open Theology ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 116-124
Author(s):  
Martin Koci
Keyword(s):  
Jacques Derrida ◽  
Driving Force ◽  
Close Reading ◽  
Central Question ◽  
The World ◽  
The Media ◽  
Central Argument ◽  
Common Understanding

Abstract The central question of this paper revolves around the problem of representation. Following Jacques Derrida and his critique of representation, this paper will interconnect two, at first sight distinct, topics: Christianity and the world of media. For Derrida, Christianity stands behind our common understanding of representation, whereas the media are the major driving force of any representation today. The central argument of this paper is to unfold this link between Christianity and representation and thus to elaborate on the idea of representation in relation to the end of Christianity announced by Derrida. Firstly, I will review Derrida’s account on the logic of representation. Derrida deems Christianity to be responsible for the logic of representation discernible in today’s media world and offers a devastating critique of the concept. Secondly, I will contextualize Derrida’s approach by pointing out the tension between the modern and postmodern perspectives on representation. Thirdly, I will return to a close reading of Derrida. Fourthly, I will offer a critique of Derrida’s critique and will look further at the possible meanings of ‘the end of Christianity.’

#tropy#feminizm

2019 ◽  
Vol 25 (25) ◽  
pp. 88-107
Author(s):  
Agata Szuba Szuba
Keyword(s):  
A Priori ◽  
Negative Influence ◽  
The Media ◽  
Contemporary Media ◽  
Walter Lippmann ◽  
Media Message ◽  
Unique Style ◽  
The Mind

The contemporary media message can be perceived in two perspectives: an active one, in which women perform a role of journalists and editors, and a passive perspective, in which they become a part of media message. The latter aspect is the most controversial for many reasons. Walter Lippmann defines a stereotype as an image created in the mind which allows a subordination of a certain fragment of reality a priori. The media’s visible, negative influence on women has them create a reality beyond the boundaries of acceptance, presenting it in a way the audience expects. A new kind of feminism appears, i.e. one which answers the receiver’s needs (succumbing to the expectations and exposing to the view), and a question appears – whether in the time of the feminist legacy, thereby changes resulting from the development of the media, feminists should gain their own unique style? In a way this begins to happen. Due to the development of the media, women gained an unrestricted possibility to express their views, and the reception and availability of the media lifts the restrictions and causes an inconspicuous person to please and sweep the crowd and his or her voice to be impossible to be ignored in the discourse.

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