Hong Kong Literary Landscape: A MediaWiki for literary reading and writing

Author(s):  
Leo F. H. Ma ◽  
L. M. Mak

For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.

1998 ◽  
Author(s):  
Tai Hing Lam ◽  
Siu Fung Chung ◽  
Carol L. Betson ◽  
Chit Ming Wong ◽  
Anthony J. Hedley

2011 ◽  
Vol 11 ◽  
pp. 2219-2229
Author(s):  
Patrick S. Y. Lau ◽  
C. M. Lam ◽  
Ben M. F. Law ◽  
Y. H. Poon

This paper aims to discuss the relationships between the selected positive youth development constructs and the enhancement of Hong Kong junior secondary school students' money management skills, values, and attitudes. Various issues of money management of adolescents are reviewed. These issues include the need for money management programs for adolescents, the content and coverage of an appropriate money management program, and its relationships with the selected positive youth development constructs. The curriculum units for secondary 3 students are taken as examples to illustrate the design of the program. It is believed that promoting cognitive competence, self-efficacy, and spirituality could be an effective way to enhance students' money management skills, values, and attitudes, thus preparing them better for facing the finance-related issues in life.


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