Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups

2010 ◽  
Vol 2 (3) ◽  
pp. 30-41 ◽  
Author(s):  
Margit Böck
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Social Groups ◽  
Central Element ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on others to bring information to them (Bringschuld). The role of institutional sites of learning are discussed, both for those categorized as ‘at risk’ and for the wider, new task of ‘social learning’, in which all come to see themselves as learners able to shape contexts for learning requisite to their needs.

Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups

2012 ◽  
pp. 53-65
Author(s):  
Margit Böck
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Social Groups ◽  
Central Element ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on others to bring information to them (Bringschuld). The role of institutional sites of learning are discussed, both for those categorized as ‘at risk’ and for the wider, new task of ‘social learning’, in which all come to see themselves as learners able to shape contexts for learning requisite to their needs.

CONTEXT AND LITERACY PRACTICES

2005 ◽  
Vol 25 ◽  
pp. 170-187 ◽  
Author(s):  
Stephen Reder ◽  
Erica Davila
Keyword(s):  
Literacy Practices ◽  
Cultural Practices ◽  
Written Language ◽  
Theoretical Ground ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Written Form ◽  
Core Issues

This chapter reviews recent progress in resolving tensions between conceptions of literacy as a system of locally situated cultural practices and conceptions of literacy as a broader system of written language that transcends specific individuals and local contexts. Such theoretical tensions have arisen out of earlier, long-standing literacy debates—the Great Divide, the Literacy Thesis, and even debates about situated cognition itself. Recent reviews and critiques of the “New Literacy Studies” examined here—Brandt and Clinton, 2002; Collins and Blot, 2003; Street, 2003a, 2003b—are reaching toward new theoretical ground to address emerging concerns about the adequacy of current literacy theories framed in terms of locally situated social practices. This new work should be of interest not only to those working in the field of literacy but also to applied linguists in general, because the core issues have to do with the nature and role of context in language use, whether in oral or written form.

scholarly journals Examining Museum Visits as Literacy Events: The role of mediators

2013 ◽  
Vol 21 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Keiko Yasukawa ◽  
Jacquie Widin ◽  
Vic Smith ◽  
Karen Rivera ◽  
Michael Van Tiel ◽  
...  
Keyword(s):  
Social Practice ◽  
Museum Studies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Museum Exhibitions ◽  
Museum Experience ◽  
New Museology

Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors’ museum experience.For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums’ approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how. From NLS, we employ the concept of a literacy event to describe an exhibition visit through a literacy lens, and the concept of a literacy mediator to examine the literacy event not exclusively as an individual event, but a collectively produced event. The paper draws on data on how the literacy events of two groups of ‘non-traditional’ visitor groups were mediated in an exhibition, and show how they reveal the range of different literacies that visitors need to negotiate in a museum exhibition.

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

scholarly journals Prevenire la radicalizzazione e i comportamenti antisociali. Madri e bambini nei non-luoghi dell’educabilità

2021 ◽  
Vol 19 (2) ◽  
pp. 121-129
Author(s):  
Raffaella Biagioli
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Gender Difference ◽  
Social Inclusion ◽  
Daily Life ◽  
Population At Risk ◽  
Child Relationship ◽  
The Future ◽  
Mother Child Relationship

In the intersection with other dimensions such as ethnic, religious and social, the gender difference leads to dwell on aspects often neglected and to bring out the role of mothers in places of confinement that, together with their children, represent a population at risk for the difficulties inherent in the condition of restriction. The research is interested in understanding a mother-child relationship highly disturbed by some risk factors and the educational actions to be activated in the daily life of penitentiary institutions to support and accompany these women towards autonomy, to offer them possibilities of social inclusion and avoid marginalization that in the future could lead their children to seek radicalized insertion within groups.

scholarly journals Typing your way to technical identity

Pragmatics ◽  
2015 ◽  
Vol 25 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Identity Performance ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Online Environments ◽  
Creative Self

Informal, online environments facilitate creative self-expression through typographic and orthographic stylistics. Yet, ideologies of writing may be invoked to discourage written forms that are purportedly difficult to read. This paper analyzes how members of an online, text-based, gaming community negotiate appropriate, written communications as expressions of technical identity. These encounters may reify communities of technologists who are associated with using or avoiding forms such as abbreviations, capital letters, and “leet speak.” Amid the technologizing of the word, the paper argues that those who do not conform to assumed norms may be indexed as less technical than those who do. By examining troubled encounters, the paper explores how metapragmatic negotiations affect creativity and technical identity performance online. The paper argues that contrary to discourses that online interactants pay little attention to written stylistics, the present participants closely attended to subtle and small forms. Further, it discusses how ideologies may be idiosyncratically applied to assist in forming asymmetrical, technical identities. Finally, it argues that technical affiliations are just as important to study as other variables such as gender, ethnicity, age, and class that have traditionally received attention in analyses of ideologies of writing and New Literacy Studies.

What is visual-numeric literacy, and how does it work?

2020 ◽  
Author(s):  
Elise Seip Tønnessen
Keyword(s):  
Social Science ◽  
Upper Secondary School ◽  
Literacy Studies ◽  
Science Classrooms ◽  
New Literacy ◽  
New Literacy Studies ◽  
Use Of Data ◽  
Upper Secondary ◽  
System Variables ◽  
Data Visualizations

This article explores the concept of literacy related to the use of data visualizations. Literacy is here understood as the ability to make sense from semiotic resources in an educational context. Theoretically the discussion is based in social semiotic theory on multimodality in the tradition of New Literacy Studies. Empirical examples are taken from observations in two Social Science classrooms in upper secondary school in Norway, where the students work with publicly available data visualizations to answer tasks designed by their teacher. The discussion sums up factors that affect reading and learning from such complex resources: taking time to explore axis system, variables, and digitally available options; questioning data; and contextualizing results.

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