Reconciling content literacy with adolescent literacy: Expanding literacy opportunities in a community‐focused biology class

Behrman, Edward H.

doi:10.1080/19388070309558398

Cited by 12 publications

(6 citation statements)

References 14 publications

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“…However, chiefly motivated by “the rapid access to innumerous sources provided by complex computerized information systems” (Bråten & Strømsø, 2006, p. 457) in the present‐day academic environments, reading literacy has undergone a marked shift from its single source base to “multiple‐documents literacy [which] concerns the ability to locate, evaluate, and use diverse sources of information for the purpose of constructing and communicating an integrated, meaningful representation of a particular issue, subject, or situation” (Bråten & Strømsø, 2010, p. 635). The definition of text has also been expanded to include “organized networks [emphasis added] that people generate or use to make meaning either for themselves or for others” (Wade & Moje, 2000, p. 610) and to accord with the recent literacy frameworks (Walker & Bean, 2005) that emphasize “participation in an array of language activities using multiple texts in varied settings both in and out of school” (Behrman, , p. 3). In line with this conceptualization of text comprehension, today's EFL readers are routinely required to piece together a coherent semantic construction of a topic or event described across a multitude of resources.…”

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confidence: 99%

EFL Learners' Multiple Documents Literacy: Effects of a Strategy‐Directed Intervention Program

Karimi

2015

The Modern Language Journal

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There is a substantial body of L2 research documenting the central role of strategy instruction in reading comprehension. However, this line of research has been conducted mostly within the single text paradigm of reading research. With reading literacy undergoing a marked shift from single source reading to multiple documents literacy, little is known about the role of strategy instruction in readers' performance in this emerging type of literacy and the likelihood of readers' effective transfer of strategies from the single text‐dominated reading in instructional programs to the multiple texts‐dominated reading within academic knowledge societies. This study was conducted to begin to address this gap. 76 EFL learners were randomly assigned to one of four conditions: ST/−SI (single text/no strategy instruction), ST/+SI (single text/strategy instruction), MT/−SI (multiple texts/no strategy instruction) and MT/+SI (multiple texts/strategy instruction). Pretests of reading comprehension and self‐reported reading strategy use confirmed that the four groups performed at similar levels. They were then taught for 10–90‐minute sessions and were tested for multiple texts comprehension and strategy use. The results revealed the significant effects of strategy instruction on the participants' multiple documents comprehension and strategy use and the more positive effect of task‐relevant strategy instruction on multiple documents comprehension.

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confidence: 99%

EFL Learners' Multiple Documents Literacy: Effects of a Strategy‐Directed Intervention Program

Karimi

2015

The Modern Language Journal

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“…Similarly, students reported that the course content and tools were engaging and useful for understanding course concepts. These findings supported the claims of scholars that who argued that digital tools engage students with the contemporary classroom and content (Alvermann & Hagood, 2000;Behrman, 2003;Frechette, 2002;King-Shaver & Hunter, 2009;Moody, 1999;Morrell, 2002;Paul, 2000;).…”

Section: Theme 5: Contemporary Content and Toolssupporting

confidence: 77%

“…Some claimed that schools were in danger of becoming irrelevant (Larson, 2006) unless they taught about the forms of communication students were using (Skerrett & Bomer, 2011). Others argued that to improve student outcomes, teachers needed to engage in multi-literacies with students daily (Hagood, 2000) because this would illuminate important concepts of media representation (Sankey, 2003), keep students engaged in school (Behrman, 2003;King-Shaver & Hunter, 2009), provide relevant skills (Kist, 2003), teach the utility of technology and software (Lankshear & Knobel, 2003;Asselin & Doiron, 2008), or prepare students to participate equitably in the global economy (Larson, 2006).…”

Section: Multi-literacy Educationmentioning

confidence: 99%

Effective Critical Media Literacy Pedagogy in Higher Education: Turning Social Justice Theory into Practice

Higdon¹

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Butler, and Andy Lee Roth. A large portion of my gratitude is owed to my amazing partner Kacey Van der Vorst, for her encouragement, patience, brilliance, and wit. While completing her own doctorate, she ensured that we both achieved success. No one is more responsible for my success than Kacey. I could not have completed my dissertation without my chair David Hemphill. His supervision and patience were paramount to the completion of this project. Had it not been for his sense of humor, attention to detail, and refusal to entertain substandard ideas and work, this project would not have been possible.

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“…First, adolescent literacy refers to the literacy skills commonly associated with youth and include social, technological, and communication constructs that are unique to this population (Elkins & Luke, 1999;Franzak, 2006). Adolescence is increasingly a period during which individuals challenge traditional understandings of literacy in favor of more self-exploration and expressive communication patterns (Behrman, 2003). However, this is also the period during which individuals are transitioning from the public school system into the post-secondary education system, the latter of which places a great deal of emphasis on traditional forms of literacy.…”

Section: Canadian Literacy Challengesmentioning

confidence: 99%

Price, rebate and order quantity decisions in a newsvendor framework with rebate-dependent recapture of lost sales

Arcelus

Gor²,

Srinivasan

2012

International Journal of Production Economics

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Les collectivités locales font face aujourd'hui à des évolutions importantes quant à l'utilisation d'outils de contrôle de gestion nécessaires au suivi de la performance de leurs services. Ainsi, l'objectif poursuivi dans cet article est de présenter et analyser les informations obtenues lors de l'enquête quantitative. Afin d'obtenir une vision globale d'outils de gestion utilisés dans les services visités, une classification ascendante hiérarchique (CAH) sur le logiciel SPSS version 10.00 a été effectuée.Mots clés : performance, outils de contrôle de gestion, services publics municipaux, classification ascendante hiérarchique. IntroductionEn contrôle de gestion, les systèmes de mesure de la performance dans les organisations ont longtemps été réduits à leur seule dimension financière (conception unidimensionnelle). Les mesures de performance étaient donc définies comme l'utilisation des indicateurs quantitatifs pour évaluer les activités, les efforts et réalisations (Burns et Waterhouse, 1975). La dernière décennie a été marquée par de nombreuses études développées dans les collectivités locales aussi bien en Europe qu'en Amérique du nord. Ammons et Rivenbark (2008) estiment que la mesure de la performance semble être la meilleure méthode pour atteindre une grande responsabilisation dans les gouvernements locaux. Bien que ces indicateurs soient moins faciles à mesurer (Politt, 1986), ils ont pour impact significatif sur la performance financière (Saïd A.A. et al., 2003).Ainsi, comme le remarque OUCHI W. (1979), « Le problème de l'organisation est d'obtenir la coopération entre un grand nombre d'individus ou d'unités qui partagent seulement et partiellement des objectifs convergents ». Cette remarque est particulièrement marquée par des frontières internes. En particulier, l'opposition qui sépare les administrations et les techniciens est ancienne et profonde. Elle se manifeste, soit par une ignorance polie, soit par des dissensions entre des hommes ayant des formations et des logiques différentes, voire contradictoires (ROUSSARIE O., 1995). Auparavant, le pouvoir se trouvait essentiellement entre les mains des techniciens, dont dépendaient les grandes réalisations si chères aux élus. Aujourd'hui, le secrétaire général, le directeur financier et le contrôleur de gestion semblent occuper une place de plus en plus importante. Ils ont la responsabilité de la maîtrise des charges, la réduction des coûts afin de dégager un maximum d'autofinancement pour réaliser ces gros investissements, toujours aussi chers aux élus. L'écart grandissant qui sépare les techniciens des administratifs, produit un choc de cultures. Les principes de gestion, l'adoption d'une approche mercatique, d'un système de contrôle de gestion incitent les élus à être plus à l'écoute des spécialistes, des gestionnaires. Les élus font ensuite exécuter leurs choix, établis à partir des avis du secrétaire général, qui devient le véritable directeur général de l'organisation municipale, du directeur des services financiers, qui déterminent la possibili...

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Reconciling content literacy with adolescent literacy: Expanding literacy opportunities in a community‐focused biology class

Cited by 12 publications

References 14 publications

EFL Learners' Multiple Documents Literacy: Effects of a Strategy‐Directed Intervention Program

EFL Learners' Multiple Documents Literacy: Effects of a Strategy‐Directed Intervention Program

Effective Critical Media Literacy Pedagogy in Higher Education: Turning Social Justice Theory into Practice

Price, rebate and order quantity decisions in a newsvendor framework with rebate-dependent recapture of lost sales

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