Following publication of the original article 1, the authors reported that the corrections they had requested for Table 3 had not been implemented, and that the title for Table 2 included an ...unnecessary indication for remark/reference ("a" in a superscript font) at the end of the title. Also, the affiliation of the authors had not been clearly stated: it should read 'Faculty of Medicine, Bar-Ilan University, Safed Campus, P.O.Box 1589, Safed, Israel'.
This Open Access book summarizes the key findings from the second cycle of IEA’s International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well ...schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in students’ computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of students’ computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how students’ CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and ...controversies.
Cet article se propose d’analyser les ratures dans des correspondances peu-lettrées de la Grande Guerre. L’objectif est de voir comment ces dernières peuvent refléter les conditions de production des ...lettres et cartes échangées entre les soldats et leur famille. Nous présentons dans un premier temps la singularité du contexte générique dans lequel apparaissent ces ratures, précisons leur mode de repérage au moyen d’un logiciel textométrique et explorons, à l’aide des critères proposés par la génétique des écrits, la valeur indicielle de certaines ratures. Une seconde partie sera l’occasion pour nous d’entrer plus avant dans les bifurcations des écrits de peu-lettrés, en interrogeant notamment les degrés de contrainte et de liberté qui guident l’instance raturante, en évoquant la part des ratures liées à l’orthographe, et enfin, en sillonnant quelques réécritures proposées par les épistoliers peu-lettrés, qui nous conduisent du côté du lapsus.
Over several writing lineaments. The erasures in low-literacy correspondences of the Great War
. This article proposes to analyze the erasures in low-literacy correspondences of the Great War. The objective is to see how these can reflect the conditions of production of letters and cards exchanged between soldiers and their families. We first present the singularity of the generic context in which these erasures appear, specify their mode of identification using textometric software and explore, using the criteria proposed by the genetics of the written word, the index value of certain erasures. A second part will be the occasion for us to go further into the bifurcations of the writings of low-literate people, by questioning in particular the degrees of constraint and freedom which guide the erasing instance, by evoking the part of erasures linked to spelling, and finally, by going through some rewritings proposed by low-literate letter writers, which lead us to the side of the slip.
Individuals are increasingly relying on social media as their primary source of scientific information. Science education needs to adapt. Nature of science (NOS) education is already widely accepted ...as essential to scientific literacy and to an informed public. We argue that NOS now needs to also include the NOS communication: its mediation, mechanisms, and manipulation. Namely, students need to learn about the epistemics of communicative practices, both within science (as a model) and in society. After profiling the current media landscape, we consider the implications of recent major studies on science communication for science education in the 21st century. We focus in particular on communicative patterns prominent in social media: algorithms to aggregate news, filter bubbles, echo chambers, spirals of silence, false‐consensus effects, fake news, and intentional disinformation. We claim that media literacy is now essential to a complete view of the NOS, or “Whole Science.” We portray that new content as an extension of viewing science as a system of specialized experts, with mutual epistemic dependence, and the social and communicative practices that establish trust and credibility.
Existing work on literacy and affect has posed important questions for how we think about meanings and how and where they get made. The authors contribute to such work by focusing on the relation ...between text and affect. This is a topic that has received insufficient attention in recent work but is of pressing concern for education as text interweaves in new ways with human activity, through social media, surveillance capitalism, and artificial intelligence—ways that can be unpredictable and poorly understood. Adopting a sociomaterial sensibility that foregrounds the relations between bodies (people and things), the authors provide conceptual tools for considering how texts affect and are affected by the heterogeneous entanglements from which they emerge. In situating their argument, the authors outline influential readings of Spinoza’s theories of affect, explore how these have been mobilized in literacy research, and identify how text has been accommodated within such research. Using texts from a political episode in the United Kingdom, the authors explore the idea of social‐material‐textual affects to articulate relations among humans, nonhumans, meaning making, and literacies. The authors conclude by identifying four ways in which text participates in what happens, raising questions about how different materializations of text (or indeed “not text”) are significant to the diversifying communicative practices that inflect social, cultural, economic, and political life.
In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as ...articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls for conference papers, as the central manifesto of the new literacies movement. In what follows, we draw heavily from the work of Deleuze and Guattari to take issue with the New London Group’s disciplined rationalization of youth engagement in literacies. We organize our critical exploration of “A Pedagogy of Multiliteracies” around Lee, a 10-year-old boy we follow through one day as he engages in reading and playing with text from Japanese manga. Our goal with this rereading is to reassert the sensations and movements of the body in the moment-by-moment unfolding or emergence of activity. This nonrepresentational approach describes literacy-related activity not as projected toward some textual end point but as living its life in the ongoing present, forming relations and connections across signs, objects, and bodies in often unexpected ways. Such activity is saturated with affect and emotion; it creates and is fed by an ongoing series of affective intensities that are different from the rational control of meanings and forms. It helps us to keep the distinction between description and prescription sharp and to begin imagining what else might be going on.
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