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"Students, Transfer of Fiction."
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Kiniro mosaic. 7
\"Shino and friends are a little uneasy about moving to a higher grade, but a school trip to Nara and Kyoto (and the chance to make new memories!) is just around the corner! As a huge fan of Japanese culture, Alice should be excited, but she's just too worried. The new school year is about to begin-- will everyone still be in class together for their last big high school excursion?\"--Back cover.
Book
Comparing narrative writing of autistic and non-autistic College students
We compared short stories by autistic (n = 19) and non-autistic (n = 23) university students. We used automated software and content analysis to code students’ stories. We found that writings were more similar than different. However, autistic students’ stories were rated at a higher reading level (p = .013) than non-autistic students’. Autistic students’ stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p = .026). Autistic students reported more positive writing affect than non-autistic students (p = .026). Higher writing affect was associated with writing highly fictional texts (p = .03) that contained more sentences (p = .005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing.
Journal Article
Kick-start your scientific journey into the metaverse
The term “metaverse” first appeared in Neal Stephenson’s 1992 science fiction novel Snow Crash. It was defined as a virtual environment shared through the Internet in which avatars represent people in three dimensions, and users can build what they wish. Since the publication of Stephenson’s novel, technological advances have enabled the creation of several metaverses for widespread usages, such as virtual world platforms like World of Warcraft and Second Life. This paper aims to review studies on the metaverse using bibliometric analysis. The findings include a summary of the most important scientific articles and journals in the subject area and the most prolific and prominent authors, organisations, and nations. Furthermore, keyword co-occurrence analysis revealed the core research clusters and their sub-themes, allowing for more pertinent debates and viewpoints on crucial areas for future research. Finally, the implications for theory and practice have been addressed, offering a comprehensive overview of expected metaverse impacts on industry and society.
Journal Article
Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding
The impetus behind this seminar series was the Writing the Future study, which involved a cross-linguistic corpus analysis of metadiscourse usage in first language Arabic university students’ argumentative texts in English and Arabic in a university in Qatar, paralleled by ‘writing conversation’ interviews with a sub-sample of the student writers to explore their metalinguistic understanding of metadiscourse used in their own Arabic and English texts. This seminar series comprised three seminars held in May and June 2022, with participants representing research perspectives from 11 countries.
Journal Article
Cosmopolitanism and Multilingualism in a Globalized World: Perspectives on the Lack of Foreign Language Learning in the US
Although cosmopolitanism has a long history, it has become even more relevant in the global era and, especially, since the COVID-19 global pandemic has made communication and understanding across cultures more important than ever. Multilingualism is the essential cosmopolitan skill and tool, empowering those who are proficient in one or more additional languages to understand, and to communicate and interact with others more effectively. The United States suffers from a foreign language deficit, and there is an urgent need to build both motivation and interest in other languages along with sustainable skills in other languages in the US. Steps to effectively address this deficit include prioritizing language learning and use, and providing the opportunity to all interested students to learn one or more additional languages.
Journal Article
Pedagogical strategies for developing interpretive language about images
Purpose
The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students.
Design/methodology/approach
The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers.
Findings
In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation.
Practical implications
While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts.
Originality/value
Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.
Journal Article
Robots and Reading
Electricity is an integral part of daily life. Children, like adults, infer the effects of electrical conductivity. They see the illumination of a lightbulb or feel the emission of warmth from an electric stovetop but may not understand the role electrical circuits play. Focusing on the concrete aspects of electrical energy transfer helps improve student experiences with the abstract concept of electricity. In this article the authors provide experiences for elementary-age children to explore electrical circuits. Their purposes for these lessons are for students to develop questions and connect their exploration of electrical energy to concrete observations of electrical effects found in trade books.
Journal Article
Promising Truths, in Fiction & Teaching: Sincerity
In this essay, Jarvie makes the case for teaching as a sincere act. By that, he does not mean the conventional notion of operating without “pretense, deceit, or hypocrisy” (OED), but instead a more radical uptake drawn from literature—fiction (e.g., Egan, 2010; Eggers, 2001; Wallace, 2001)—and literary theory (Kelly, 2016) that understands the concept as “always contaminated internally by the threat of manipulating the other…this sincerity depends not on purity but on trust and faith” (Kelly, 2016, p. 201). Such a sincerity offers educators ways of teaching hopefully, bringing forth themselves in conversation with students. It offers a way of rethinking teaching as primarily and problematically a manipulative and impositional act, a mode of imagining pedagogy beyond the dichotomy between oppressive transmission pedagogies and liberatory critical ones. Jarvie suggests that if we’re going to humanize (Paris & Winn, 2013) our work as educators and scholars of education, a renewed theorizing that affirms the role of the teacher as relationally important, as having something to offer through the communication of their selves, can enrich the work of teaching—as an extension of teachers’ lives, as creative and communal, compelling, complex, and deeply personal work—in ways that prove fruitful for both teachers and students.
Journal Article
Features of Assessment Activity at the Lessons of Literature
The rational way (a mark, a test) of assessment of a school student’s perception of art contradicts the principles of personality oriented learning and reduces the interest of a child in fiction. In the article the problem of assessment of learners’ achievement in the lessons of aesthetics, namely in literature lessons, is solved. The author identifies the reasons for the lack of result in the research into the problem: the figurative nature of the literary text which accounts for the plurality of its interpretations, impossibility to define the criterion for assessment of free communication of learners discussing the work of art. The emotional nature of esthetic perception interferes with objective assessment of the reader's activity, and the children with a more developed sphere of feelings find themselves in a less advantageous position, than the children with developed analytical thinking, however not inclined to empathy. The author sees the solution to the problem by means of rating scales of assessment widespread in psychological diagnostics. Such scales should be developed by each class staff on the basis of their own experience of class work with a literary text, they will have a different number of criteria, but that will allow to do justice to every learner.
Journal Article
Information ethics: why and how we teach the subject (Turkey)
School librarians have always strived to teach information ethics to students. The importance of conveying the concept of information ethics to students has become critical within the overwhelming effect of data and information flow. In an age of massive information flow we need to address the issues related to that subject: ethics vs. wrong abstractng, propoganda vs. accuracy, bias vs. neutrality, prejudice vs. objectivity, self opinionatedness vs. flexibility, fiction vs. documentary, fact vs. opinion. Turkish communities largely depend on oral culture. The codes of a written culture maybe unknown to some part of the population. In Turkey generally school librarians are not expected to teach. Most schools may not even have a certified librarian. Those who happen to work at schools are not expected to have a teaching certificate. Teachers at schools who speciliaze on subjects may teach about ethics, in case the issue is in question. Primary years programme has scheduled the subject Thinking in education which involves a chapter on citizenship and democracy education; the subject is offered as a elective. High school grades 10 and 11 will study philosphy but Being, Ethics, Art and Religion topics are undervalued. We as school librarians can fill in the gaps. We need to be role models in teaching media literacy, academic honesty and integrity, and above all the culture of information. Collaboration with teachers is a necessity, teaching information ethics related to the student lives, with direct examples drawn from their life- experiences are very important. If we teach the subject in a dull way, with irrelevant examples it makes no sense to them and they can easily disconnect. We need to adddress the issue of using text online, voice call, images and videos, the differences and similarities. We need to be information curators for our communities.
Journal Article