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Updates in Group Developing Transnational Literacies

2011/05/03

Login  and logout: practices of resistance and presence in virtual environments as a
kin…

critical literacy

“Learning  processes are closely connected to the contexts in which professional and
day-to-day practices are conducted, and to the characteristics of those contexts.
These processes develop through and between different systems of activities,
established by actors operating on the basis of explicit and implicit rules in
order to achieve certain goals. They do so through the use of artefacts and
knowledge, within a system of labour sharing, role definition and specific
power mechanisms. What happens when the rules of these systems, or the roles,
artefacts or knowledge, change? What happens to learning processes if the
contexts in which the practices are implemented happen to be online, for
example in a blog or a virtual community of practice (VCoP) or on social
networking platforms? When we speak of learning in Web 2.0 environments created
ex novo within a project, we are speaking of a type of participation and precise
presence that does not manifest itself through a nomadic, solitary journey
around the web. It is, rather, considered as one of the ways of being, learning
and working together within a given project. This is, therefore, a very
powerful option: learning together online through the use of ICT and in a given
space of time.”

Temporariness in appreciative reflection: managing participatory and appreciative, acti…

critical literacy

“The  time dimension has become increasingly important in organisational management
studies. Various concepts have been developed: temporary work, temporary
systems, projectification and temporary organisations. Many aspects have
already been studied; for example, relationship structures, the characteristics
of projects that temporary organisations (TOs) intend to implement and develop,
legal forms, the different sectors in which TOs have been disseminated, and the
degree to which they have been formalised. However, one aspect that has still
not been studied in depth is the specificity of their temporariness and the
specificities of the organisational, social and learning systems that this
encourages.”

The  Reflect-OR project: background to the special issue – Reflective Practice:
Internat…

critical literacy

“The  article introduces the path, the actors and the contexts of the Reflect-OR
Project. Reflect-OR is a Leonardo da Vinci Transfer of Innovation (TOI) project
developed in the framework of the Lifelong Learning Programme (LLP) and
promoted by the European Commission. Reflect-OR aimed at sustaining the
empowerment processes of career guidance practitioners by supporting a major
awareness and use of their individual, organizational and networking resources.
The Reflect-OR project is the transfer of a previous Leonardo da Vinci project
called Reflect which experimented with reflective methodologies with teachers
and trainers. The path was characterized by an active process of transfer of
innovation, constantly constructed and negotiated with the various life-long
career guidance (LLCG) practitioners and agencies and based on a creative
methodological approach called Participatory and Appreciative Action and
Reflection (PAAR). Another important aspect was constituted by the
peculiarities of the different contexts involved in the transfer process
(Italy, Switzerland and Bulgaria) which allowed a deep reflection on LLCG
systems and created a common background for reframing and empowerment.”

The  Life-Cycle of Transnational Issues: Lessons from the Access to Medicines
Controvers…

critical literacy

“Why and how do issues expire? This paper applies the concept of path dependency to
issue-life cycle and argues that the manner in which an issue dies is closely associated
with how it comes to life. This paper argues that, on the Access to Medicines
issue, the first actors (1) to have called attention to a legal problem, (2) to
have capitalised on the HIV/AIDs crisis, and (3) to have used the example of
Africa, were also the first to have felt constrained by their own frame in
their attempt to (1) look for economical rather than legal solutions, (2)
expand the list of medicines covered beyond anti-AIDs drugs, and (3) allow
large emerging economies to benefit from a scheme designed by countries without
manufacturing capacities. In order to escape an issue in which they felt
entrapped, issue-entrepreneurs worked strategically to close the debate in
order to better reframe it in other forums.”

 

Collaborative virtual gaming worlds in higher education – Research in Learning Technology

critical literacy,new_media

“There is growing interest in the use of virtual gaming worlds in education, supported
by the increased use of multi-user virtual environments (MUVEs) and massively
multi-player online role-playing games (MMORPGs) for collaborative learning.
However, this paper argues that collaborative gaming worlds have been in use
much longer and are much wider in scope; it considers the range of
collaborative gaming worlds that exist and discusses their potential for
learning, with particular reference to higher education. The paper discusses
virtual gaming worlds from a theoretical pedagogic perspective, exploring the
educational benefits of gaming environments. Then practical considerations
associated with the use of virtual gaming worlds in formal settings in higher education
are considered. Finally, the paper considers development options that are open
to educators, and discusses the potential of Alternate Reality Games (ARGs) for
learning in higher education. In all, this paper hopes to provide a balanced
overview of the range of virtual gaming worlds that exist, to examine some of
the practical considerations associated with their use, and to consider their
benefits and challenges in learning and teaching in the higher education
context.”

Integrating technology with literacy: using teacher-guided collaborative online learnin…

critical literacy,new_media

“This paper reports on classroom-based research that was
designed to monitor the integration of information and communication technology
(ICT) in a teacher-guided collaborative online learning context to encourage
students’ critical response to literary texts. The study investigates the
premise that an ICT project where children read books and then use email
communication to exchange responses with other learners will support critical
thinking. Videos of classroom observations, journals and rap sheets were
analysed for individual students’ levels of critical awareness. Improvements in
critical thinking were measured using linguistic analysis. Teachers and
students were also interviewed for attitudes to technology use related to
learning. Although there were gains in critical thinking, there was little
student engagement with technology. The discussion problematises the
integration of technology in the classroom through a repositioning of
collaboration in a blended learning context known as book raps.”

“Globalization,
Pedagogical Imagination, and Transnational Literacy” by Ezra Yoo-Hyeok Lee

critical literacy,globalization,postcolonial

“In his article,”Globalization, Pedagogical Imagination, and Transnational Literacy,”
Ezra Yoo-Hyeok Lee explores the juncture of comparative literature,
globalization and postcolonial studies as to how creative writers, literary
critics, and cultural theorists respond to globalization and its challenges.
Arjun Appadurai expounds that globalization has demanded new research
conceptualization and invention in academia. Subsequently, Lee investigates
methods through which educators and scholars in comparative literature take up
such a demand. In turn, Lee proposes a transnational literacy which offers a
responsible form of cultural explanation, through which to explore the
interrelations between the national and the postcolonial or global paradigms, both
emergent as frames of current cultural change. Lee also offers a close reading
of critical works by Gayatri Chakravorty Spivak, Diana Brydon, and David
Damrosch to elaborate on the concept of transnational literacy and to consider
ways of circumnavigating around Eurocentrism in comparative literary and
cultural studies.”

Intercultural education in the multicultural and multilingual Bolivian context – Interc…

critical literacy,education

Educacin intercultural bilinge, EIB, se ha discutido en Bolivia desde
la decada de los 70. Cuando la Ley de Reforma Educativa LRE fue aprobada en
1994 el curriculo fue adaptado por primera vez a la diversidad cultural y lingistica del pas. Sin embargo, el debate continuaba y cuando el gobierno de Evo
Morales tom posesin en 2006 abrog el cdigo iniciando el trabajo con una nueva
ley, ‘Ley Elizardo Prez y Avelino Siani’. La argumentacin principal fue que educacin es ms que bilinguismo; la nueva ley
enfatizara mejor los valores principales de las comunidades indgenas. El enfoque del articulo ser la base contextual de la las reformas
relacionada con EIB. ¿Cmo se define EIB? y ¿cmo se relaciona en un contexto
amerindio? ¿Por qu fue necesario para un gobierno
dominado por ministros indgenas anular una ley que enfatiza la educacin intercultural? ¿Por qu no era sufficiente hacer una revisin? Ya que el proceso histrico siempre es la base de la situacion
actual empezar con una breve presentacin del pas enfatizando la situacin y los procesos educativos.

“Intercultural bilingual education (IBE) has been discussed in Bolivia since the 1970s. The
first Educational Act with a bilingual and intercultural curriculum adapted to
cultural and linguistic diversity – Ley de Reforma Educativa – was passed in
1994 with implementation starting in 1996. However, discussions continued: when
the Evo Morales government was installed in January 2006, it abolished the act
initiating work on a new law – ‘Ley Elizardo P rez y Avelino Si ani’
(decolonised community education) – arguing that intercultural education is
more than bilingualism; the new law would emphasise the main values of
Amerindian communities. The article will focus on the contextual background of
educational reforms in relation to IBE. How is IBE defined and related to an
Amerindian context? Why did the government dominated by ministers of an
indigenous background abolish an educational act that emphasised intercultural
education? Why would a revision not have sufficed? As the historical process is
the basis for the current situation, I will begin by presenting the country’s
history emphasising the state of education and progress.”

Open Source Political Community Development: A Five-Stage Adoption Process – Journal of…

access,new_media

This article considers the emergence of large-scale “commons-based peer production” projects such as
Wikipedia.org from an institutional development perspective. The argument it
makes is threefold. First, that that the lowered transaction costs and information
abundance found online transform a subset of public goods problems, essentially
replacing free ridership with mass coordination as the central challenge.
Second, that the boundaries of this subset are defined by a “power law
topology” that leads to the emergence of online hub spaces and serves to
resolve search problems endemic to the anti-geographic online landscape. These
boundary conditions limit the overall impact of commons-based peer production
for the political space. Third, that all such hubs move through a common
five-stage institutional development process, directly related to standard
models of the diffusion of innovation. Identification of the institutional
development process behind Wikipedia leads in turn to the stipulation of seven
hypotheses: the “Field of Dreams” Fallacy, the “Interest Horizons” thesis,
“Political Strategy is Not Like Computer Code,” the “Location-based Wave”
thesis, “Power Law Fragility Under Moore’s Law,” the “Punctuated Equilibrium”
thesis, and “Code-Forking the Public Sphere.” Each thesis holds direct
implications for the potential and limitations of “open source” applications in
the political arena

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One Comment
  1. I do not disagree with this post

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