Do we have your attention? New literacies, digital technologies and the education of adolescents
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Adolescents and Literacies in a Digital World Chapter 12 p. 19-39
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000072
Cyber spaces/social spaces
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. Jan-17
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000053
Understanding changing conceptions of work: Implications for development of training initiatives
- Authors: Lankshear, Colin , Pillay, Hitebdra , Boulton-Lewis, Gillian
- Date: 2002
- Type: Text , Journal article
- Relation: Australian and New Zealand Journal of Vocational Education Research Vol. 10, no. 2 (2002), p. 27-44
- Full Text: false
- Reviewed:
- Description: Considering the enormous changes in work practices and associated training required to address the needs of new practices, there has been very little research undertaken that attempts to describe how workers perceive these changes. This paper reports on the findings of 40 participants aged over 40 years of age, who were interviewed and observed to obtain data concerning their conceptions of work with regard to the changes occurring around them. The participants were from a medical service and an engineering organisation. The data were analysed qualitatively to investigate workers' conceptions of work. Results indicate four hierarchical conceptions of work, with the distribution of the participants' conceptions more towards the lower levels. The conceptions provide baseline data to understand workers' behaviour in light of current changes in work practices.
- Description: C1
- Description: 2003000040
Introduction : Futures of critical literacy
- Authors: Lankshear, Colin , Olssen, Mark , Peters, Michael
- Date: 2003
- Type: Text , Book chapter
- Relation: Futures of Critical Theory: Dreams of Difference Chapter 16 p. Jan-21
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000479
The challenge of digital epistemologies
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Journal article
- Relation: Education, Communication and Information Vol. 3, no. 2 (2003), p. 167-186
- Full Text: false
- Reviewed:
- Description: This article identifies a range of changes associated with intensified digitization of daily life that require us to rethink what it means for people to know things and what kinds of things it may be most important to know. In short, we need digital epistemologies. The argument focuses on four key dimensions of change that have epistemological significance. These are 'changes in the world to be known', 'changes in conceptions of knowledge and processes of coming to know things', 'changes in the nature of knowers,' and 'changes in the relative significance of different modes of knowing.' Concrete everyday examples are provided for each dimension of change. On the basis of these examples and the arguments constructed around them it is concluded that conventional epistemology faces serious challenges. These challenges in turn have far-reaching implications for contemporary educational practice and educational research.
- Description: C1
- Description: 2003000456
Facing the digital challenge far from town
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. 85-103
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000273
Paradoxes and cultural clashes
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. 137-156
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000275
Grid.for.learning@clampdown.edu
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. 105-135
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000274
Children, literacy and the UK national grid for learning
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Journal article
- Relation: Journal of Early Childhood Literacy Vol. 2, no. 3 (2002), p. 167-194
- Full Text: false
- Reviewed:
- Description: This article presents a critical assessment from the standpoint of early childhood literacy of Britain’s ambitious and costly on-line learning resource, the National Grid for Learning. It provides an overview of the aims, scope and administration of the Grid, together with typical examples of content available for users in the early childhood age range (0–8 years).The authors argue that the Grid is headed in an unfortunate and counterproductive direction so far as young learners are concerned.The argument claims that in its current form the Grid is likely to generate boredom among young people in terms of Grid-promoted on-line literacy practices, and to foster mislearningof important new forms of literacy, such as email and interactivity. Furthermore, Grid activities and approaches dumb down literacy acquisition, particularly acquisition of ‘new literacies’, and impede development of personal responsibility for on-line actions. The authors claim that a major change in mindset will be necessary to reform the Grid in ways that are compatible with the official policy goals and aspirations behind its development. Examples are provided of more productive alternatives, together with concepts, principles and data supporting the judgments and suggestions advanced.
- Description: C1
- Description: 2003000038
On having and being : The humanism of Erick Fromm
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Book chapter
- Relation: Critical Theory and the Human Condition : Founders and Praxis Chapter 16 p. 54-66
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000475
New literacies : Changing knowledge and classsroom learning
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2003
- Type: Text , Book
- Full Text: false
- Reviewed:
- Description: A1
- Description: 2003000476
New technologies in early childhood literacy research
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2003
- Type: Text , Journal article
- Relation: Journal of Early Childhood Literacy Vol. 3, no. 1 (2003), p. 59-82
- Full Text: false
- Reviewed:
- Description: Against the background of Michael Kamil and Sam Intrator’s landmark reviews of research about new technologies and literacy development, this article maps recent research concerned specifically with the 0–8 years age group. Drawing on databases of research conducted in North America, Britain and Australasia, it affirms that the early childhood dimension is even more radically underresearched than other age ranges with respect to new technologies and literacy development. The authors develop an analytic framework comprising four quadrants to categorize the various studies conducted in the early childhood age range, and assign these to their appropriate quadrants. This reveals a lopsided distribution of the meagre corpus of studies available. The article provides a map of the field against which early childhood educators can judge ‘at a glance’ how far their personal areas of interest are served by existing research. It simultaneously pinpoints areas where new research is needed to fill important gaps.
- Description: C1
- Description: 2003000481
Fast capitalism : Theory and practice
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Book chapter
- Relation: The New work Order : Behind the Language of the New Capitalism Chapter 7 p. 24-48
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000276
Cut, paste, publish : The production and consumption of zines
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Adolescents and Literacies in a Digital World Chapter 12 p. 164-185
- Full Text: false
- Reviewed:
- Description: Despite their direct relevance to studies of literacy practices, zines (pronounced 'zeens') have scarcely featured in the literature of educational research. Where zines have been taken seriously as a focus of inquiry it has mainly been within studies of popular/youth culture (cf. Chu 1997; Duncombe 1997; Williamson 1994). This chapter is intended to provide a modest redress of the silence with respect to zines within literacy studies generally and the New Literacy Studies in particular. We believe anyone interested in the nature, role and significance of literacy practices under contemporary conditions has much of value to learn from zines and, especially, from thinking about them from a sociocultural perspective. Indeed, we think their significance extends beyond a focus on literacy per se to pedagogy at large. For immediate purposes we begin from the premise that zines are an important but under-researched dimension of adolescent cultural practices and provide fertile ground for extending our understanding of new literacies and digital technologies.
- Description: B1
- Description: 2003000067
A tale of one village : Global capitalism and Nicaragua
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Book chapter
- Relation: The New work Order : Behind the Language of the New Capitalism Chapter 7 p. 129-153
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000277
Introduction : Critical theory and the human condition: past, present, and future
- Authors: Lankshear, Colin , Peters, Michael , Olssen, Mark
- Date: 2003
- Type: Text , Book chapter
- Relation: Critical Theory and the Human Condition Chapter 16 p. 14
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000478
Teacher research and democratic educational reform
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2003
- Type: Text , Journal article
- Relation: Mexican Journal of Educational Research Vol. 8, no. 19 (2003), p. 705-731
- Full Text:
- Reviewed:
- Description: In Teachers as Researchers (2003: Ch 1), Joe Kincheloe advocates teacher research as a means by which teachers can resist and overcome a trend emanating from the United States toward domination of curriculum and pedagogy by ‘technical standards’ based on ‘expert research’ and imposed in a ‘top-down’ manner by educational administrators and policy makers. This is a trend where curriculum has become highly standardized. Teachers within the same subject areas in the same grades are required to ‘cover the same content, assign the same importance to the content they cover, and evaluate it in the same way’ regardless of the diversity of school communities, school settings, student needs and backgrounds, and so on (Marzano and Kendall 1999; Kincheloe 2003: 4). Teachers are strongly encouraged to teach to the tests that are used to measure student outcomes because schools are compared on the basis of the scores their students achieve. This regime of measuring and reporting outcomes is promoted in the name of ‘accountability,’ and is very difficult for schools to resist. On one hand, if schools do not make an effort to compete they are likely to lose students to other schools whose achievement scores impress parents/caregivers. On the other hand, if schools can show their scores are improving—by teaching more and more rigorously to the content-laden tests and enlisting parents/caregivers in this culture as overseers of student homework and preparation for tests, they can maintain and improve their enrolments.
- Description: C1
- Description: 2003000531
Machines and mindsets
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. 59-84
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000272
Literacy, technology and the economics of attention
- Authors: Lankshear, Colin , Bigum, Chris , Knobel, Michele , Rowan, Leonie
- Date: 2003
- Type: Text , Journal article
- Relation: L1-Educational Studies in Language and Literature Vol. 3, no. (2003), p. 95-122
- Full Text: false
- Reviewed:
- Description: This article is based on aproject aimed at generating practicalsuggestions based on research findings abouthow new technologies might be used to enhanceL1 literacy attainment in disadvantagedsettings. The project involved designing,implementing and researching an innovativeapproach to curriculum and pedagogy using newdigital technologies in language and literacyeducation within classroom settings involvingsmall groups of ''disadvantaged'' learners. Thepaper reports activity and findings from one offour study sites. It focuses on four Grade 9boys seen by their teachers as troublemakersand at risk of failing in English. Theresearchers draw on current conceptual andtheoretical work associated with the emergenceof an Attention Economy theory to design acollaborative activity around constructing awebsite, and to identify and analyse positiveliteracy learning outcomes associated with thepedagogical approach taken. The authors showhow this new perspective on attention informs acritique of conventional approaches to schoolorganization and classroom learning, and how itcan be used to envisage alternative approachesto understanding and teaching students whodisplay literacy learning difficulties atschool.
- Description: C1
- Description: 2003000454