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Changing Schools in an Era of Globalization
Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.
eBook
Workplace literacy skills—how information and digital literacy affect adoption of digital technology
PurposeInformation and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.Design/methodology/approachThis paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.FindingsThe findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.Practical implicationsManagers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.Originality/valueThis is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.
Journal Article
The handbook of translation and cognition
The Handbook of Translation and Cognition is a pioneering, state-of-the-art investigation of cognitive approaches to translation and interpreting studies (TIS).Offers timely and cutting-edge coverage of the most important theoretical frameworks and methodological innovations Contains original contributions from a global group of leading.
eBook
Workforce Education for Latinos: Politics, Programs, and Practices
The author provides a comprehensive discussion of the political, economic, curricular, and instructional issues relevant to workforce education for Latinos with low levels of literacy and formal education. Of particular significance is an examination of recent federal legislation that has impacted Latino adults who are unemployed, displaced, and/or seeking to advance personally and economically. Instructors, as well as administrators and policymakers, will benefit from the succinct yet comprehensive discussion of federal policies, best practices in classroom instruction for bilingual adults, and program assessment and accountability. This study is most timely given the current social and demographic realities of this country as well as the changing economy of the 21st century, and is a powerful voice for Latino adults seeking to better their lives through education.
eBook
Future skills : the 20 skills and competencies everyone needs to succeed in a digital world
The Brand NEW Book from Bernard Marr, bestselling author behind Business Trends in Practice - Winner of Business Book of the Year 2022.
Future-proof yourself and develop critical skills for the digital future
The working world has changed dramatically in the last twenty years and it's going to continue to transform at an even faster pace. How can the average professional stay afloat in an ocean of constant change and technological revolution?
In Future Skills: The 20 Skills and Competencies Everyone Needs to Succeed in a Digital World bestselling author and futurist Bernard Marr delivers an engaging and insightful discussion of how you can prepare yourself for the digital future of work. You'll learn which skills will be in the highest demand, why they'll command a premium price, and how to develop them. You'll also find:
* Strategies for improving human-centered skills, like teamwork and collaboration
* Straightforward explanations of digital skills, like data literacy and cyber-threat awareness
* Ways to make yourself an indispensable component of future firms, and practical tips for continuous improvement
A can't-miss book for every working professional seeking not just to survive – but to thrive – in the coming years, Future Skills belongs in the libraries of company leaders, managers, human resources professionals, educators, and anyone else with an interest in the future of work and how humanity fits within it.
eBook
Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized?
Information literacy has been proclaimed as a foundational literacy of the twenty-first century by many researchers, library practitioners, and international agencies. However, there is still disagreement about how information literacy is conceptualized and what key elements constitute the practice. This disagreement has led to the practice/skills debate that has emerged from workplace research into information literacy. It has also led to claims that research into information literacy lacks theoretical framing from which models can be grounded. While the library and higher education sector concentrate on information skills that are claimed to be generic and transferable, there is little evidence from workplace research to suggest that this is indeed the case. In fact, the opposite appears to be true: that information literacy is enacted as a situated, collective, and embodied practice that engages people with information and knowledge about domains of action that are authorized by the discourses of the setting. Consequently the information skills and competencies that are developed reflect the discursive practices of the setting. Without information literacy, other work-related practices and performances couldn't be accomplished; however, the continued focus on skills limits our ability to understand information literacy as a socially enacted practice, one that is constructed through a range of social activities. The issue therefore is how to represent the social activities that underpin information literacy. This article conceptualizes information literacy from a workplace perspective and presents ongoing work toward a theoretical framework. It advances the view that information literacy appears to be trapped between \"a rock and a hard place.\" The rock is the current conception of information literacy, which is unsatisfactory, because it is confined by the discursive practices of the education sector and does not account for the complex social processes that inform learning to work. The hard place is the translation of information literacy practice with an understanding of how this practice happens, that is, from the education sector into workplace performance. Drawing from empirical studies, this article will explore the current key issues related to workplace information literacy.
Journal Article
Placement educators’ perspectives of international social work students’ sociopragmatic communication skills
International students who speak English as an additional language report experiencing communication issues while completing their studies and work-integrated learning placements in a range of Anglophone countries, including Canada, the United Kingdom, the United States of America and Australia. To address this issue, accreditation and registration bodies for a number of health professions, such as social work and nursing, have advocated for increasing the test score requirements for university English language entry. However, from a sociolinguistic perspective, decisions concerning ways to address communication challenges need to take into account the unique communication skills required for functioning in specific workplace settings. It is therefore essential to identify the types of communication issues occurring during work-integrated learning opportunities (e.g. placement) and to then assess whether these should be addressed by raising general English proficiency or providing structured learning opportunities for profession-specific communication development within the course content. The present study uses sociolinguistic theory to examine placement educators’ perspectives on international students’ communication issues using the context of social work placement. It draws on the thematic analysis of interviews with 15 placement educators in Australia. One major finding is that international students’ general proficiency or ability to use specific linguistic tools (pragmalinguistic competence) is not a key area of concern for educators. The main challenge seems to involve the students’ understanding of sociocultural norms underlying workplace communication (sociopragmatic competence). This finding suggests that, rather than increasing English language entry requirements, universities need to provide international students opportunities to develop their sociopragmatic competence both before and during placement. The paper concludes with a set of recommendations aimed at supporting international students who speak English as an additional language to develop their workplace communication during their studies.
Journal Article
Privacy Literacy: From Theory to Practice
Libraries and librarians have dealt with patron privacy issues since their inception, often serving as educators and advocates. In today's social media-filled landscape, patron privacy has moved from the safeguarding of traditional library records to the creation, use, and ownership of information maintained in an online world. As the core educators for many aspects of literacy, librarians need to keep pace with the issues their users face daily. This paper centers on privacy literacy as an independent area of instruction for library sessions. It reviews a theoretical framework to support privacy literacy instruction and showcases resources and tools for creating privacy literacy education. Finally, privacy issues in healthcare are used to demonstrate the potential impact of privacy literacy instruction.
Journal Article