iLiterate

2014 ◽  
pp. 243-258
Author(s):  
Georgina Kate Willmett ◽  
Jen Scott Curwood
Keyword(s):  
Digital Technologies ◽  
Student Writing ◽  
Pedagogical Strategies ◽  
Digital Education ◽  
Writing Processes ◽  
English Classes ◽  
Writing Practices ◽  
Local Schools ◽  
Sociocultural Perspectives

Digital technologies significantly shape and mediate adolescents' writing practices. Consequently, this chapter investigates the relevance and use of emergent technology in Year 8 English classes in an Australian high school. The importance of this study stems from the introduction of the Australian Government's Digital Education Revolution and the growing prominence of technology in local schools. Building on sociocultural perspectives and new literacies scholarship, this case study critically considers how iPads influence student writing. Moreover, it examines what pedagogical strategies teachers use when implementing iPads in their classes to support student learning outcomes. Findings from this study contribute to our understanding of how digital tools influence students' collaborative learning, multimodal practices, and writing processes.

scholarly journals Digital Writing, Word Processors and Operations in Texts: How Student Writers Use Digital Resources in Academic Writing Processes

2020 ◽  
Vol 10 (1) ◽  
pp. 43-58
Author(s):  
Sofia Hort
Keyword(s):  
Academic Writing ◽  
Meaning Making ◽  
Student Writing ◽  
Digital Writing ◽  
Student Writers ◽  
Fine Grained ◽  
Writing Processes ◽  
Writing Practices ◽  
Academic Genre ◽  
Word Processors

This study explores the use of digital technologies in the writing of an academic assignment. Fine-grained studies on student writing processes are scarce in previous research. In relation to the increasing demands on students’ writing, as well as the debate on students’ poor writing (Malmström, 2017), these issues are important to address. In this study, screen captures of five students’ essay processes are analyzed. The results show that students handle text at different levels: they make use of one or more word processors, arrange texts spatially on screens and use resources to operate directly in texts. Above all these actions seem to meet the need to move and navigate within one’s own text, an aspect that could be especially important in relation to the academic genre and for handling texts as artifacts in activity (Castelló & Iñesta, 2012; Prior, 2006). The results of the study point to the importance of making digital writing practices visible, especially those that could create possibilities to intertwine digital texts, thereby enhancing potentials for academic writing and meaning-making.

scholarly journals Using literature to explore interpersonal theory: Representation of rhetorical objectification and oppression

2016 ◽  
Vol 7 (2) ◽  
pp. 97-115
Author(s):  
Carol Thompson ◽  
Michael Kleine
Keyword(s):  
Interpersonal Communication ◽  
Schema Theory ◽  
Interpersonal Theory ◽  
Student Writing ◽  
Coordinated Management Of Meaning ◽  
University Of Arkansas ◽  
Human Beings ◽  
Pedagogical Strategies ◽  
The University

Abstract This essay explains pedagogical experiment at the University of Arkansas at Little Rock using a piece of literature as a case study to examine interpersonal-communication concepts and to emphasize a course theme of objectification of other human beings. The course, entitled Rhetoric and Communication, has two co-instructors. One instructor is from Rhetoric and Writing, the other is from Communication. This essay reviews the course they teach, along with the readings they require, and it selects The Metamorphosis by Franz Kafka, to illustrate how interpersonal themes play out in a literary text and how objectification thwarts deeply personal values. Initially, the essay summarizes key interpersonal concepts (schema theory, coordinated management of meaning, the work of Martin Buber, and Knapp’s work on relationship stages). It then considers students’ work as they produce a “filtered” summary, a summary that endeavors to apply the interpersonal concepts being studied to Kafka’s work. Finally, it explains how summaries work, the “passage hunt” exercise, and how text-based class discussions can lead to lively discussion, robust student writing and a richer understanding of interpersonal concepts as well as the part objectification plays in damaging relationships. Thus, the paper illustrates several pedagogical strategies as it explores how The Metamorphosis becomes a literary case study that answers the question: how did this fictional family create communication that resulted in such communicative tragedy?

Supplier Development at LG Electronics

2020 ◽  
Author(s):  
Hyojin Kim ◽  
Daesik Hur ◽  
Tobias Schoenherr
Keyword(s):  
Management Practice ◽  
Digital Technologies ◽  
Supply Management ◽  
Future Research ◽  
Supplier Development ◽  
Environmentally Conscious ◽  
Competitive Capabilities ◽  
The Stability ◽  
Buyer Firm

Supplier development has been a critical supply management practice since the 1990s. In many instances, it has even become imperative for buyer firms to support and prepare their supply bases for uncertain economic and market environments, socially and environmentally conscious customers, advances in digital technologies, and increasing competition. Yet, research that approaches supplier development with the objective to advance all these dimensions in an integrated fashion is scarce. This study fills this void by exploring how a buyer firm may address these emerging challenges in its supply base. Specifically, an in-depth case study of LG Electronics explores how the firm designs and operates multidimensional supplier development activities to foster the stability and sustainability of its supply base while enhancing its core suppliers’ competitive capabilities. This chapter illustrates how supplier development can be taken to the next level, presents implications for managerial practice, and outlines promising future research avenues.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

Bringing a Culturally Sustaining Lens to Reading Intervention

2021 ◽  
pp. 1086296X2110516
Author(s):  
Kelly K. Wissman
Keyword(s):  
Reading Intervention ◽  
Reading Skills ◽  
Student Writing ◽  
Cultural Resources ◽  
Emergent Bilinguals ◽  
Case Study Methodology ◽  
Literacy Specialist ◽  
Study Methodology ◽  
Measurable Growth

This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.

“Is an Archive Enough?”: Megatextual Debris in the Work of Rachel Blau DuPlessis

Genre ◽  
2021 ◽  
Vol 54 (1) ◽  
pp. 139-165
Author(s):  
Bradley J. Fest
Keyword(s):  
Digital Technologies ◽  
Media Ecology ◽  
First Century ◽  
Long Poem ◽  
Cultural Logic ◽  
Television Film ◽  
Twenty First Century ◽  
Rachel Blau Duplessis ◽  
Film And Video

In the twenty-first century, digital technologies have made it possible for writers and artists to create massively unreadable works through computational and collaborative composition, what the author has elsewhere called megatexts. The ubiquity of texts appearing across media that are quite literally too big to read—from experimental novels to television, film, and video games—signals that the megatext is an emergent form native to the era of neoliberalism. But what happens to other long forms, such as the twentieth-century long poem, when written in an era of megatextuality? Rachel Blau DuPlessis's work, including Drafts (1987–2013) and Traces, with Days (2017–), readily suggests itself as a case study for thinking through a megatextual impulse in the twenty-first-century long poem. Though her work is plainly indebted to its modernist precursors (H.D., Pound, Williams, etc.) while disavowing at every level of its composition a patriarchal will toward totality, DuPlessis's various experiments in the long poem are also thoroughly contemporary and respond to the economic, military, political, and environmental transformations of the neoliberal era by drawing upon and producing fragmentary, megatextual debris. This essay positions DuPlessis's work amidst a larger twenty-first-century media ecology, which includes both the megatext and the big, ambitious novel, and argues that rather than simply (and futilely) resist the neoliberal cultural logic of accumulation without end, DuPlessis hypertrophically uses the megatext's phallogocentric form against itself in order to interrogate more broadly what it means—socially, culturally, economically—to write a long poem in the age of hyperarchival accumulation.

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

Sign in / Sign up

Export Citation Format

Share Document