What Counts as Literacy for the 21st Century Youth

2021 ◽  
pp. 298-315
Author(s):  
Juan J. Araujo ◽  
Dawn L. Araujo
Keyword(s):  
High School Teachers ◽  
Digital Technologies ◽  
Text Messages ◽  
Writing To Learn ◽  
Problem Solving Skills ◽  
Writing Practices ◽  
Developing Flow ◽  
Ninth Grader ◽  
Twelfth Grader ◽  
Writing Practice

The writing practices of adolescent learners are far different from those of their parents and teachers. In 2020, adolescents engage in writing bursts through text messages and chats as they play games or share stories throughout the day with friends and family. It has been challenging for high school teachers to take advantage of these literacy activities in a meaningful way to improve writing skills. In this chapter, the authors focus on two adolescents who are in different grades and hold different views of what counts as writing practice. Still, it is clear that both believe in the importance of engaging in the work of writing to learn. The findings of our case studies suggest that one adolescent, a twelfth grader, sees writing practice as integral to his life. The other, a ninth grader, reports that he only engages in writing at school through formulaic assignments that are often boring and unchallenging. The authors found in their study that storytelling and digital technologies are tools for developing flow, critical thinking, and problem-solving skills, engagement, and motivation.

From the bridal letter to online flirting

2008 ◽  
Vol 9 (2) ◽  
pp. 225-254
Author(s):  
Eva L. Wyss
Keyword(s):  
Text Messages ◽  
Point Of View ◽  
Text Type ◽  
The Past ◽  
Writing Practices ◽  
Similarities And Differences ◽  
Love Letter ◽  
Intimate Relations ◽  
The One ◽  
Writing Practice

Over the past two centuries concepts of love, as well as the nature of intimate relations, have undergone modifications. Along with these modifications, the language of desire, the text type of the love letter and love-letter writing practice have changed as well. It is therefore surprising that certain elements of the correspondence between prospective brides and grooms of the nineteenth-century bourgeoisie seem today to be enjoying a comeback on the Internet. Some of the parameters, however, have changed. This essay will explore the similarities and differences of intimate literacy from a historical and pragmatic point of view. On the one hand it will discuss the text type in its pragmatic, textual, stylistic and medial aspects, and on the other hand it will focus on a number of distinct writing practices. The essay arises from a larger book project that investigates the interrelations among literary, social and technological change and persistence. In the context of this larger project, I have assembled a corpus of more than 7,500 love letters (letters, postcards, telegrams, e-mails and text messages) in the Zurich Love Letter Archive (ZLA). The empirical materials discussed here are drawn from this archive.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

Cut and Paste

2011 ◽  
pp. 299-316 ◽  
Author(s):  
John Logie
Keyword(s):  
Digital Media ◽  
Digital Technologies ◽  
Professional Communication ◽  
Workplace Writing ◽  
Writing Practices ◽  
Technical Writers ◽  
Limited Applicability ◽  
Composition Pedagogies ◽  
Technical And Professional Communication ◽  
Pedagogical Approaches

This chapter posits a widening gap between workplace writing practices and traditional composition pedagogies. In particular, this chapter suggests that traditional composition pedagogies persist in foregrounding solitary, proprietary authors as model composers, despite the limited applicability of these models. The fields of technical and professional communication, by contrast, have long valued collaboration and modes of authorship that do not always imply the composer’s ownership of a given text. These fields’ biases are reinforced by the advent of digital media, and the Internet in particular. Digital technologies facilitate collaboration and promote a greater range of authorial stances than their print counterparts. The chapter concludes by offering pedagogical approaches directed at promoting composition pedagogies commensurate with the challenges faced by professional and technical writers working in digital composing spaces.

Transformation-Based Database Engineering

2011 ◽  
pp. 1-28 ◽  
Author(s):  
Jean-Luc Hainaut
Keyword(s):  
Digital Media ◽  
Digital Technologies ◽  
Professional Communication ◽  
Workplace Writing ◽  
Writing Practices ◽  
Technical Writers ◽  
Limited Applicability ◽  
Composition Pedagogies ◽  
Technical And Professional Communication ◽  
Pedagogical Approaches

This chapter posits a widening gap between workplace writing practices and traditional composition pedagogies. In particular, this chapter suggests that traditional composition pedagogies persist in foregrounding solitary, proprietary authors as model composers, despite the limited applicability of these models. The fields of technical and professional communication, by contrast, have long valued collaboration and modes of authorship that do not always imply the composer’s ownership of a given text. These fields’ biases are reinforced by the advent of digital media, and the Internet in particular. Digital technologies facilitate collaboration and promote a greater range of authorial stances than their print counterparts. The chapter concludes by offering pedagogical approaches directed at promoting composition pedagogies commensurate with the challenges faced by professional and technical writers working in digital composing spaces.

scholarly journals Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

2016 ◽  
Vol 36 (3) ◽  
pp. 255-268 ◽  
Author(s):  
Olga Revilla Muñoz ◽  
Francisco Alpiste Penalba ◽  
Joaquín Fernández Sánchez ◽  
Olga C. Santos
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
School Teachers ◽  
Problem Solving Skills

scholarly journals The Use of Digital Technologies to Support Vaccination Programmes in Europe: State of the Art and Best Practices from Experts’ Interviews

Vaccines ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1126
Author(s):  
Anna Odone ◽  
Vincenza Gianfredi ◽  
Sebastiano Sorbello ◽  
Michele Capraro ◽  
Beatrice Frascella ◽  
...  
Keyword(s):  
Best Practices ◽  
Ad Hoc ◽  
Digital Technologies ◽  
Text Messages ◽  
Vaccine Uptake ◽  
Vaccine Hesitancy ◽  
The United Kingdom ◽  
Intervention Models ◽  
Comprehensive Picture ◽  
Depth Interviews

Digitalisation offers great potential to improve vaccine uptake, supporting the need for effective life-course immunisation services. We conducted semi-structured in-depth interviews with public health experts from 10 Western European countries (Germany, Greece, Italy, Luxembourg, Malta, the Netherlands, Norway, Poland, Portugal, and the United Kingdom) to assess the current level of digitalisation in immunisation programmes and retrieve data on interventions and best practices. Interviews were performed using an ad hoc questionnaire, piloted on a sample of national experts. We report a mixed level of digital technologies deployment within vaccination services across Europe: Some countries are currently developing eHealth strategies, while others have already put in place robust programmes. Institutional websites, educational videos, and electronic immunisation records are the most frequently adopted digital tools. Webinars and dashboards represent valuable resources to train and support healthcare professionals in immunisation services organisation. Text messages, email-based communication, and smartphone apps use is scattered across Europe. The main reported barrier to the implementation of digital-based programmes is the lack of resources and shared standards. Our study offers a comprehensive picture of the European context and shows the need for robust collaboration between states and international institutions to share best practices and inform the planning of digital intervention models with the aim of countering vaccine hesitancy and increasing vaccine uptake.

scholarly journals Assessment of high school teachers on their digital competences

2020 ◽  
Vol 13 ◽  
pp. 1-21
Author(s):  
Sara Dias-Trindade ◽  
José António Moreira
Keyword(s):  
High School ◽  
High School Teachers ◽  
Digital Technologies ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
School Teachers ◽  
Competence Level ◽  
New Challenges

Digital Technologies’ potential has brought new challenges to teachers, making it essential to acquire digital competences that will allow them to effectively use those technologies. The aim of this research is to assess the Portuguese high school teachers’ digital competence level. The quantitative methodology used emphasises the teachers’ perception of their digital competences in three focal dimensions: teachers’ professional and pedagogic competences and learners’ competences. The findings show that teachers’ digital competence level is moderate; the dimensions with the lowest values are “teachers’ pedagogic competences” and “learners’ competences”. Subdimensions Assessment, Empowering Learners and Facilitating Learners’ Digital Competence are the weakest.

scholarly journals Becoming academics: embracing and resisting changing writing practice

2019 ◽  
Vol 15 (3) ◽  
pp. 315-330 ◽  
Author(s):  
Saija Katila ◽  
Mikko Laamanen ◽  
Maarit Laihonen ◽  
Rebecca Lund ◽  
Susan Meriläinen ◽  
...  
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
Doctoral Students ◽  
Academic Writing ◽  
Group Method ◽  
Content Type ◽  
Memory Work ◽  
Writing Practices ◽  
Writing Practice ◽  
Over Time

Purpose The purpose of this paper is to analyze how global and local changes in higher education impact upon writing practices through which doctoral students become academics. The study explores how norms and values of academic writing practice are learned, negotiated and resisted and elucidates how competences related to writing come to determine the academic selves. Design/methodology/approach The study uses memory work, which is a group method that puts attention to written individual memories and their collective analysis and theorizing. The authors offer a comparison of experiences in becoming academics by two generational cohorts (1990s and 2010s) in the same management studies department in a business school. Findings The study indicates that the contextual and temporal enactment of academic writing practice in the department created a situation where implicit and ambiguous criteria for writing competence gradually changed into explicit and narrow ones. The change was relatively slow for two reasons. First, new performance management indicators were introduced over a period of two decades. Second, when the new indicators were gradually introduced, they were locally resisted. The study highlights how the focus, forms and main actors of resistance changed over time. Originality/value The paper offers a detailed account of how exogenous changes in higher education impact upon, over time and cultural space, academic writing practices through which doctoral students become academics.

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