Mobile Technologies and Web 2.0

2013 ◽  
pp. 277-291 ◽  
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

Mobile Technologies and Web 2.0

2017 ◽  
pp. 1617-1632
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

Captivity as Literacy Event

2019 ◽  
pp. 1-18
Author(s):  
Andrew Newman
Keyword(s):  
Cultural Context ◽  
Literacy Practices ◽  
Discourse Communities ◽  
French And Indian War ◽  
Literacy Events ◽  
Reading And Writing ◽  
Action Sequences ◽  
Key Concepts ◽  
Widespread Belief ◽  
Indian War

The introduction uses James Smith’s 1799 narrative of captivity during the French and Indian War to illustrate key concepts adapted from sociolinguistics, academic literacy studies, and narratology. Representations of literacy events, or action sequences involving reading and writing, express the captives’ affiliation with their discourse communities, which share literacy practices and language ideologies, including the widespread belief that literacy entails a cultural superiority over native peoples. The analysis distinguishes between conventional textual references, such as allusions, that belong to the author’s discourse, and texts that appear as part of the captive’s story. It presents the concept of the reception allegory, an application of another text to one’s present circumstances, and emphasizes the ethnohistorical context for the captive’s experience, as opposed to the cultural context for the author’s narrative.

Web 2.0, Social Media, and Mobile Technologies for Connected Government

2021 ◽  
pp. 1-18
Author(s):  
Zaigham Mahmood
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Digital Technologies ◽  
Mobile Technologies ◽  
Communication Tools ◽  
Mobile Web ◽  
Advanced Economies ◽  
Media Applications ◽  
Social Networking Tools

A connected government uses digital technologies for public administration to improve the democratic processes and provide electronic services to strengthen support for public policies. Also referred to as Government 2.0, it aims to harness the information revolution to improve the lives of citizens and enhance the efficiency of governmental processes. Some of the digital technologies and methods that advanced economies are already using to enhance the connected governance include mobile computing, internet of things, social media applications, and Web 2.0-related communication tools. Through the use of such technologies, governments and citizens can interact in real time, whereby citizens can voice their opinions and engage in the electronic participation. In this chapter, the author introduces Web 2.0, social media networking, and mobile technologies, and then, outlining the characteristics of a connected government, the chapter discusses how mobile, Web 2.0, and social networking tools can support governments to enhance transparency, openness, and effectiveness.

Pedagogic Potentials of Multimodal Literacy

2009 ◽  
pp. 32-47 ◽  
Author(s):  
Maureen Walsh
Keyword(s):  
Web 2.0 ◽  
Case Studies ◽  
Classroom Practice ◽  
Primary Schools ◽  
Literacy Practices ◽  
New Literacies ◽  
Multimodal Literacy ◽  
Research Project ◽  
E Learning ◽  
Literacy Pedagogy

This chapter discusses the changed nature of literacy within new communication contexts, the literacy that is needed for reading, viewing, responding to and producing multimodal and digital texts. Potentials for redesigning literacy pedagogy within new modes of communication are demonstrated for educational contexts. As a basis for this discussion, the author analyses classroom evidence using examples of three case studies from a research project conducted in primary schools in Sydney, Australia. In the research project teachers in several primary schools worked with the author/researcher to consider ways of redesigning literacy pedagogy within e-learning and multimodal classroom contexts. Interesting and significant changes occurred in their classroom practice. Teachers developed programs that incorporated a range of technology, including Web 2.0, and were able to maintain a balance between print-based and new literacies. Examples are presented and discussed to highlight the differences in pedagogy needed for ‘multimodal literacy’ combined with traditional literacy practices.

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

MARKETING COMMUNICATION STRATEGIES OF THE ENTERPRISE IN THE CONDITIONS OF ECONOMY DIGITALIZATION

2018 ◽  
Author(s):  
Anastasiia Zerkal ◽  
◽  
Viktoriia Holomb ◽  
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Social Networking Sites ◽  
Positive Impact ◽  
Communication Strategies ◽  
Mobile Technologies ◽  
Customer Engagement ◽  
User Engagement ◽  
Marketing Communication ◽  
Internet Users

The article considers the peculiarities of the formation of marketing communication strategies of the enterprise in terms of digitalization of the economy. The main directions of mass media in the twentieth century are determined and the delimitation of modern social media is presented. The conditions of compliance of the website have been determined so that it can be considered as a part of web 2.0: the ability to independently contribute to the content of the site; User control of your own information and website design -interactive and useful. The influence of digital and mobile technologies on the peculiarities of users' communication, as well as their attitude to the interactivity of social networks is proved. The potential of social networks to support their brands, increase the customer base and promote goods and services of enterprises has been identified. It is determined that due to its popularity, social networking sites have had a significant impact on ways of social communication and as a result have changed the sales channels of enterprises. It is estimated that the number of people using social networks is growing very fast, and at the time of writing, more than 2.62 billion people are using social networking sites. The largest social networks were analyzed: Facebook, Pinterest, Twitter, LinkedIn, Instagram. Their features and advantages for both users and professional marketers of enterprises are determined. It is estimated that in 2021, 71% of the total number of Internet users were users of social networks, and this percentage is projected to increase. The most popular activity among Internet users is social networking, and it has a high level of user engagement, which has a positive impact on the sales of businesses that work with digital marketing tools. The ease and low cost of Internet marketing compared to conventional advertising has proven that businesses in all sectors of the economy can more effectively reach their target audience, and social networks help influence other potential customers, and allow businesses to get useful feedback on their product or service. Ultimately, this leads to improved products / services and customer engagement, ie improves the company's marketing communication strategies in today's digital economy.

Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

scholarly journals Project Capabilities and Adults With Intellectual Disabilities: Towards Effective Interviewing for a Better Social Participation

2014 ◽  
Vol 7 (2) ◽  
pp. 115-123
Author(s):  
Stefanie Corona ◽  
Christina Hannum ◽  
Ann-Louise Davidson
Keyword(s):  
Intellectual Disability ◽  
Motivational Interviewing ◽  
Social Networking ◽  
Intellectual Disabilities ◽  
Social Participation ◽  
Qualitative Data ◽  
Mobile Technologies ◽  
Qualitative Interviewing ◽  
Adults With Intellectual Disabilities ◽  
Interviewing Techniques

This practice-based paper presents a series of tips and techniques for interviewing for a better social participation. While we worked on Project Capabilities, we learned valuable lessons we wished to share with practitioners and researchers who work within an inclusive perspective. We argue that qualitative interviewing requires skillful means that are not always an integral part of research preparation, and we share tips and techniques that we developed throughout the process. As we collected the qualitative data through one-on-one interviews, and taught participants to selffilm using iPads, we found that traditional interviewing techniques were too rigid to engage with people living with an intellectual disability. Instead, we used a blend of motivational interviewing and collaborative inquiry techniques, and built rapport with the participants through online social networking. Mobile technologies were also used to build rapport, empowering participants and allowing non-intrusive filming of interviews.

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