Beyond Essential Skills: Creating Spaces for Multimodal Text Production within Canada’s ‘Minimal Proficiency’ Policy Regime

2015 ◽  
Keyword(s):  
Policy Regime ◽  
Text Production ◽  
Multimodal Text ◽  
Essential Skills

Considering Design

2014 ◽  
pp. 135-149
Author(s):  
Nicholas E. Husbye ◽  
Julie Rust
Keyword(s):  
Student Engagement ◽  
Secondary Students ◽  
Assessment Tools ◽  
Creation Process ◽  
Traditional Assessment ◽  
Text Production ◽  
Multimodal Text

Technology continues to change the possibilities for text creation within the classroom, promoting student engagement in multimodal text production. Such a shift requires corresponding shifts in assessment discourses, from a justification for assigning a particular grade to a reflection of both the students’ learning and intention. This chapter presents insights from classroom researchers as they engage in multimodal text creation with both elementary and secondary students, highlighting the tensions present in attempting multimodal text creation with students while attempting to adapt print-centric assessment models. This work suggests a needed move away from traditional assessment tools, such as rubrics, and an increased awareness on behalf of teachers in regards to the intentions of students within the multimodal text creation process.

scholarly journals Multimodaalisuus 1. ja 4. luokan suomalaisissa matematiikan oppikirjoissa

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Daranee Lehtonen
Keyword(s):  
Mixed Methods ◽  
Meaning Making ◽  
Research Data ◽  
Symbolic Language ◽  
Mathematics Textbooks ◽  
Text Interpretation ◽  
Text Production ◽  
Semiotic Resources ◽  
Multimodal Text ◽  
Research Findings

Tässä tutkimuksessa tarkasteltiin 1. ja 4. luokan matematiikan oppikirjojen multimodaalista tekstiympäristöä eli moninaisten semioottisten resurssien käyttöä, joka on keskeistä matematiikan oppimisessa. Tavoitteena oli selvittää, 1) millaisia semioottisia resursseja oppikirjoissa on sekä luettavaksi annettuna (ts. tekstien tulkinnassa) että tehtäviksi annettuna (ts. tehtävien tekstien tuottamisessa), 2) miten niitä hyödynnetään merkitysten luomisessa ja 3) kuinka monipuolisesti semioottisia resursseja hyödynnetään oppikirjoissa. Tutkimuksen lähestymistapana on monimenetelmä (mixed-methods). Aluksi tarkastelin aineistojen diskurssia yleisellä tasolla soveltaen metafunktiota ja aikaisempia tutkimuksia. Sen jälkeen erittelin aineiston sisältöjä määrällisesti: onko kyseessä tekstien tulkinta vai tuottaminen ja mitä semioottisia resursseja käytetään. Lopuksi tarkastelin eriteltyjen aineistojen diskurssia. Tutkimustulokset osoittavat, että multimodaalisuuden näkökulmasta monipuolisia tekstiympäristöjä huomioidaan hyvin vähän tutkituissa oppikirjoissa. Matematiikan symbolikieli on selkeästi dominoiva erityisesti tekstien tuottamisessa. Kaikissa oppikirjoissa erilaisia semioottisia resursseja hyödynnetään enimmäkseen vain oppilaan luku- ja laskutaitojen perusteella sekä matematiikan opetettavien sisältöalueiden kannalta. Oppilaan monilukutaidon kannalta matematiikan oppikirjojen tekstiympäristö voisi olla monipuolisempi: oppilaalle voitaisiin tarjota enemmän multimodaalista luettavaa ja tuotettavaa. In English This study investigated first- and fourth-grade mathematics textbooks’ multimodal text environment. It aimed to discover 1) what semiotic resources are utilised for interpreting and producing texts, 2) how they are used for meaning-making and 3) how diversely. The inquiry strategy was mixed-methods. First, I analysed discourse of the research data generally using metafunction and previous research. Then, I quantified each semiotic resource’s distribution in terms of text interpretation and production and types of semiotic resources. Finally, I analysed discourse of each quantified data. Research findings demonstrate that from a multimodal perspective, diverse textual environment is barely paid attention to. The symbolic language is dominant, especially to text production. In all textbooks, semiotic resources are used mainly on the basis of student’s literacy and numeracy and to-be-leant mathematics contents. In favour of a student’s multiliteracies, mathematics textbooks’ text environment should be more diverse: offer more multimodal text interpretation and production. FULL TEXT IN FINNISH.

An Analysis of the Cognitive Aspects in the Process of Multimodal Text Production in Digital Environments

2018 ◽  
Vol 40 (2) ◽  
pp. 511-552
Author(s):  
Soo-Hyun Seo ◽  
Sanghee Ryu ◽  
Ji-Youn Kim ◽  
Heedong Kim ◽  
Hyounjin Ok
Keyword(s):  
Text Production ◽  
Digital Environments ◽  
Multimodal Text

Monetary policy and the effect of the transfer of oil prices to inflation

2020 ◽  
pp. 41-50
Author(s):  
Ph. S. Kartaev ◽  
I. D. Medvedev
Keyword(s):  
Monetary Policy ◽  
Inflation Targeting ◽  
Dynamic Models ◽  
Oil Prices ◽  
Oil Price ◽  
Oil Price Shocks ◽  
Negative Effects ◽  
Price Shocks ◽  
Policy Regime ◽  
The Impact

The paper examines the impact of oil price shocks on inflation, as well as the impact of the choice of the monetary policy regime on the strength of this influence. We used dynamic models on panel data for the countries of the world for the period from 2000 to 2017. It is shown that mainly the impact of changes in oil prices on inflation is carried out through the channel of exchange rate. The paper demonstrates the influence of the transition to inflation targeting on the nature of the relationship between oil price shocks and inflation. This effect is asymmetrical: during periods of rising oil prices, inflation targeting reduces the effect of the transfer of oil prices, limiting negative effects of shock. During periods of decline in oil prices, this monetary policy regime, in contrast, contributes to a stronger transfer, helping to reduce inflation.

The influence of inflation targeting on the pass-through effect of the exchange rate

2018 ◽  
pp. 70-84
Author(s):  
Ph. S. Kartaev ◽  
Yu. I. Yakimova
Keyword(s):  
Developing Countries ◽  
Monetary Policy ◽  
Exchange Rate ◽  
Inflation Targeting ◽  
Policy Regime ◽  
Short And Long Term ◽  
The Exchange Rate ◽  
Pass Through ◽  
The Impact

The paper studies the impact of the transition to the inflation targeting regime on the magnitude of the pass-through effect of the exchange rate to prices. We analyze cross-country panel data on developed and developing countries. It is shown that the transition to this regime of monetary policy contributes to a significant reduction in both the short- and long-term pass-through effects. This decline is stronger in developing countries. We identify the main channels that ensure the influence of the monetary policy regime on the pass-through effect, and examine their performance. In addition, we analyze the data of time series for Russia. It was concluded that even there the transition to inflation targeting led to a decrease in the dependence of the level of inflation on fluctuations in the ruble exchange rate.

Informed consent: Towards improved lay-friendliness of patient information sheets

2014 ◽  
Vol 10 (3) ◽  
pp. 201-211
Author(s):  
Morten Pilegaard ◽  
Hanne Berg Ravn
Keyword(s):  
Informed Consent ◽  
Information Structure ◽  
Language Use ◽  
Ethical Standards ◽  
Structured Interviews ◽  
Explorative Study ◽  
Microsoft Word ◽  
Text Production ◽  
Linguistic Intervention ◽  
Set Up

Regional research ethics committee (REC) members have voiced a need for the linguistic improvement of informed consent documents to ensure duly informed consent and to ease committee deliberation. We have little knowledge of what elements of language use hamper comprehension, or of the extent of medical researchers’ appreciation of this problem and their willingness to accept intervention. This qualitative, explorative study proposes an intervention design and tests its feasibility and acceptability. Semi-structured interviews with potential REC applicants informed a linguistic intervention benchmarked against existing guidelines, mandated locally and nationally, and then evaluated quantitatively in a semi-controlled set-up and qualitatively via questionnaires. Potential applicants professed the psychological acceptability of linguistic intervention. The intervention comprised a downloadable Microsoft Word template outlining information structure, a detailed guideline offering advice for each move and self-selected linguistic screening. It was used by 14 applicants and had a measurable effect on REC deliberation time and approval rates. The intervention instruments overall made it easier for applicants to produce informed consent documents meeting prescribed ethical standards concerning lay-friendliness. In conclusion, it was found that linguistic intervention is relevant, feasible and psychologically acceptable to REC applicants; it aids their text production process and seems to enhance the lay-friendliness of these texts.

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