In recent years, with the temporal distortions produced by the pandemic, distance learning has emerged as an emerging, temporary and partial solution, thanks to new technologies. In the digital era, ...the relationship between learning and technological devices is worthy of investigation. Studies on changes in cognitive processes (reading and memory) deriving in part from the habit of persistent use of ICT raise questions about the school of the future. In this paper, we want to explore the role that deep reading takes on in the hyper-accelerated context of digital contemporaneity, in which reading has been fragmented. Starting from philosophical references (Braidotti, Floridi, Stiegler), the contribution intends to expand theoretically Maryanne Wolf's proposal on the need for bi-literacy (alphabetic and digital) as a key to today's education.
Die Literaturwissenschaften und Literaturdidaktiken im Kontext universitärer Bildung befinden sich im Wandel. Dieser Wandel, eingeleitet durch neue Konzepte im Bereich der Interkulturalitätsforschung ...vor dem Hintergrund globaler und postkolonialer Literaturen, verstärkt sich durch die Digitalisierung. Die Beiträger*innen reflektieren die beschleunigte Transformation und nehmen theoretische und methodische Ansätze der Literaturwissenschaften und Literaturdidaktiken in den Blick. Im Vordergrund der Analysen stehen besonders Texte, Medien und Modelle aus den romanischen und deutschsprachigen Literaturen.
Die Literaturwissenschaften und Literaturdidaktiken im Kontext universitärer Bildung befinden sich im Wandel. Dieser Wandel, eingeleitet durch neue Konzepte im Bereich der Interkulturalitätsforschung ...vor dem Hintergrund globaler und postkolonialer Literaturen, verstärkt sich durch die Digitalisierung. Die Beiträger*innen reflektieren die beschleunigte Transformation und nehmen theoretische und methodische Ansätze der Literaturwissenschaften und Literaturdidaktiken in den Blick. Im Vordergrund der Analysen stehen besonders Texte, Medien und Modelle aus den romanischen und deutschsprachigen Literaturen.
Factors that lead stunting incidents are poor nutrition and inadequate psychosocial stimulation. Most parent especially in childbearing age may have lack of education about balanced nutrition that ...impact their feeding implementation to their children. This study investigated the impact of Golden Nutrition Booklet (GNB) in knowledge and attitudes changes of balanced nutrition implementation in women of childbearing age. Altogether 38 women in childbearing age were included in this quasi-experiment study, one group pre-test and post-test design. Â Before the intervention, respondents were given pre-test questionnaire to assess their knowledge and attitude about balance nutrition, then given the GNB to be read during the next 7 days. In the last day, the assessment was repeated after the health education by GNB given. The study showed that health education interventions regarding GNB directly influence the increasing knowledge and attitude outcomes of women of childbearing age p <0.05. However, we can conclude that the GNB can be used as health education media for woman to implementing balanced nutrition, that could enhance child nutrition outcomes.
Forschung wird zunehmend aus Sicht ihrer Ergebnisse gedacht - nicht zuletzt aufgrund der Umwälzungen im System Wissensschaft. Der Band lenkt den Fokus jedoch auf diejenigen Prozesse, die ...Forschungsergebnisse erst ermöglichen und Wissenschaft konturieren. Dabei ist der Titel Doing Research als Verweis darauf zu verstehen, dass forschendes Handeln von spezifischen Positionierungen, partiellen Perspektiven und Suchbewegungen geformt ist. So knüpfen alle Beitragenden auf reflexive Weise an ihre jeweiligen Forschungspraktiken an. Ausgangspunkt sind Abkürzungen - die vermeintlich kleinsten Einheiten wissenschaftlicher Aushandlung und Verständigung. Der in den Erziehungs-, Sozial-, Medien- und Kunstwissenschaften verankerte Band zeichnet ein vieldimensionales Bild gegenwärtigen Forschens mit transdisziplinären Anknüpfungspunkten zwischen Digitalität und Bildung.
Reports tell us that the internet is opening new dangers to children, including online grooming, exposure to pornography and financial scams (Carr 2004; Gardner 2003; UK Home Office 2001; O'Connell ...2003). The result has been various initiatives which attempt to teach children safe surfing habits. The UK Home Office “ThinkUKnow” campaign featured advertisements on the radio, internet and cinemas, targeting teens and preteens with the message that the person they are chatting to “may not be who you think they are”. There are indications that such campaigns have had an impact on children's awareness of “stranger danger” on the internet (Livingstone/Bober 2003). However, many organisations are still struggling with the question of how best to prevent internet-related harm to children.
Children are exposed not only to advertising campaigns about stranger danger but also sensationalist stories about, for example, what happens to girls who enter chat rooms. When a teenage girl goes missing, police investigations routinely include looking at the girls' online activities, and tabloid media frequently make the connection between missing school girls and chat room activities. These connections are firmly embedded in the minds of the children we interviewed for the study we will be discussing. Alongside the very rational and prohibitive discourse coming from campaigns which warn children against any chat with strangers, sit the folkloric stories about girls meeting up and getting killed by paedophiles. The challenge to educators is to find an approach which will engage with both sets of discourses.
Artículo argumenta la importancia de desarrollar un instrumento que mida la competencia mediática, la suma de capacidades para interactuar críticamente con los medios de comunicación. Presenta la ...problemática de la educación mediática en la sociedad de la información y aborda la necesidad de evaluar las capacidades de la ciudadanía en este contexto. Esta necesidad se aborda desde tres ámbitos: el desafío pedagógico que supone el poco conocimiento de la competencia mediática y su escasa formalización institucional; el discurso político que privilegia la tecnología educativa por encima de la educación mediática; y la cuestión metodológica, analizada a partir de las mediciones recientes sobre competencia mediática en España, Chile y Perú, en las que prima la autopercepción por encima del dominio real de las capacidades. Se propone la construcción de un cuestionario en torno a dos cualidades: que sea integrador en cuanto a los contenidos e innovador en cuanto a la metodología.
There are numerous discourses that seek to define the relationships between young people and digital media. These discourses have different and sometimes contradictory ways of constructing learners ...and the learning environment (Facer et al. 2001). On the one hand there are panics around new media which position children and young people as being at risk from the dangers of digital technology. In this view children are in need of careful teaching and controlling, as they are unable to learn the correct and safe way to use digital technology on their own. In complete contrast, there are discourses around new technologies which position children as ready learners and technology as offering endless easy-to-use resources for worthwhile learning. This latter view of children as „natural cyberkids’ overlooks many aspects of learning and digital technology, not least the socio-cultural aspects of learning or the possibility that there might be a developmental progression of skills related to learning new technologies.
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