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Journal articles on the topic 'Social aspects of Reading'
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Birke, Dorothee. "Social Reading? On the Rise of a “Bookish” Reading Culture Online." Poetics Today 42, no. 2 (June 1, 2021): 149–72. http://dx.doi.org/10.1215/03335372-8883178.
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Abstract While the internet is often seen as having destroyed book culture, this article is interested in those areas in our contemporary media environment where book and internet culture actually converge. Focusing on the example of BookTube, the author examines how book culture is “done” on the internet and analyzes the values attached to the media practices involved. In particular, in millennial book culture, social aspects of reading are often emphasized. This trend is usually associated with the new affordances of social media and either assessed positively (e.g., by proponents of the internet as a democratizing force) or negatively (e.g., by detractors of the internet as fostering superficiality). The author argues that such a simplistic binary view can be transcended if one takes a historical perspective, reflecting on how sociality and self-fashioning have been integral aspects of book culture for centuries. At the same time, she shows the extent to which BookTube provides new opportunities to socialize around reading.
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Nam, Kyung In. "The Aspects of Selective Perception on Reading Social Studies Texts." Korean Association for the Social Studies 27, no. 1 (February 28, 2020): 59–78. http://dx.doi.org/10.37409/rsse.27.1.59.
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Lapienienė, Audronė, and Natalija Mažeikienė. "Reading as Cultural Capital and Social Interaction." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 125. http://dx.doi.org/10.17770/sie2015vol2.465.
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<p><em>The article focuses </em><em>o</em><em>n the social aspects of reading.C</em><em>onceptual framework of</em><em> cultural capital is usedin order to actualise the importance of sociocultural and socioeconomic factors in family and at school for the child’s reading. </em><em>The research reveals complex and multifaceted development of children’s reading skills: different factors such as cultural environment, cultural activity, and cultural objects in family and at school (in the classroom and library) interact and increase the possibilities for the child to acquire and integrate social knowledge.Aim of the research</em><em>is to analyse the interplay between educational and social factors during formation of reading in pupils. The following objectives have been set out to reach this aim: 1) to perform literature review of reading as social interaction and cultural capital, social factors determining reading in children; 2) to reveal the interplay between educational and social factors during formation of the children’s reading habitus by conducting interviews with the expert focus group.</em><em>Methods of the research:</em><em>group interviews with 24 experts of reading – primary school teachers, </em><em>authors of textbooks of Lithuanian language and reading comprehension for primary schools, publishers of textbooks for primary schools were conducted.</em><em></em></p>
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Kim, Inyeop, Minsam Ko, Joonyoung Park, Sung Wook Moon, Gyuwon Jung, Youn-kyung Lim, and Uichin Lee. "Social-Spiritual Face: Designing Social Reading Support for Spiritual Well-being." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–22. http://dx.doi.org/10.1145/3555162.
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Techno-spiritual practices refer to the use of digital technologies to support various spiritual activities, such as scripture reading. While prior human-computer interaction studies largely focus on understanding techno-spiritual practices in both personal and ministry environments, there is a lack of design research that explores novel design opportunities, based on longitudinal field deployment. As an important techno-spiritual practice, this work focuses on scripture reading and investigates the design space of "social scripture reading," as it is often organized into small groups for successful behavior maintenance. We designed and evaluated BibleCell, a social scripture reading tool that supports personalized reading plans, scripture reading, and social sharing. After the third year of deployment, we performed a two-month user study in Korean Protestant churches to deepen our understanding of techno-spiritual practices in social contexts via in-depth interviews (n = 27). We report the major themes of social techno-spiritual practices, such as social motivators, social interaction patterns, and leadership roles. We discuss our findings using a novel design concept of social-spiritual awareness that considers both the social and spiritual aspects of interactions in social computing systems.
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Do Nascimento, Everaldo, and Clara Roseane Da Silva Azevedo Mont’Alverne. "Contributions of social language practices to the learning of reading and writing in primary education." Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad 6, no. 2 (June 1, 2020): 26–35. http://dx.doi.org/10.17561/riai.v6.n2.13.
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The main objective of this article is to highlight the contributions of the social practices of language in the teaching and learning process of reading and writing in primary education. In the methodological aspect, we conducted a thorough bibliographic review in order to understand the contributions of these social practices of language and their contributions to education. We point out the readings that deal with this theme, based on the authors who highlight these aspects focused on the social practices of language. Of which we highlight Freire (2011), which addresses concepts on learning; Soares (2017), which clarifies the influence of culture on the learning process, Also Vieira (2020), which provides us with indicative appraisals on the educational discourse for a transformative school.
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DELGADO-RAMOS, GIAN CARLO. "ETHICAL, SOCIAL, ENVIRONMENTAL, AND LEGAL ASPECTS OF NANOTECHNOLOGIES: A READING FROM MEXICO." International Journal of Innovation and Technology Management 10, no. 02 (April 2013): 1340001. http://dx.doi.org/10.1142/s0219877013400014.
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The capacity to manipulate matter at the atoms scale promises such a potential that, both positive and eventual negative aspects of nanotechnology are part of current debate. Nano-applications promise to revolutionize healthcare, energy production, agriculture, environmental remediation solutions, and most of manufacturing processes; in fact some earliest products are already hitting the market. At the same time socioeconomic, legal, environmental and ethical aspects stand as issues of legitimate public concern that policy makers are faced to address. It is a context in which an open, constructive, and permanent dialogue among diverse social actors seems to be needed in order to avoid or reduce unnecessary costs and probable risks, while promoting benefits. This paper offers an overview of such aspects from Mexican perspective. After a general introduction, it describes and contrasts the promotion of nanoscience and nanotechnology worldwide and in Mexico. A brief discussion on legal aspects follows, including intellectual rights and patenting challenges ahead. Finally the need of an ad hoc regulatory framework takes us to discuss the relevance of a social dialogue and management as a democratic way of promoting a responsible development of nanotechnologies.
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Amin, Samir. "Reading Capital, Reading Historical Capitalisms." Monthly Review 68, no. 3 (July 10, 2016): 133. http://dx.doi.org/10.14452/mr-068-03-2016-07_10.
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Marx's Capital presents a rigorous scientific analysis of the capitalist mode of production and capitalist society, and how they differ from earlier forms. Volume 1 delves into the heart of the problem. It directly clarifies the meaning of the generalization of commodity exchanges between private property owners (and this characteristic is unique to the modern world of capitalism, even if commodity exchanges had existed earlier), specifically the emergence and dominance of value and abstract social labor.… Volume 2 demonstrates why and how capital accumulation functions, more specifically, why and how accumulation successfully integrates the exploitation of labor in its reproduction and overcomes the effects of the social contradiction that it represents.… Volume 3 of Capital is different. Here Marx moves from the analysis of capitalism in its fundamental aspects (its "ideal average") to that of the historical reality of capitalism.… To move from the reading of Capital (and particularly of volumes 1 and 2) to that of historical capitalisms at successive moments of their deployment has its own requirements, even beyond reading all of Marx and Engels.Click here to purchase a PDF version of this article at the Monthly Review website.
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Li, Wu, and Yuehua Wu. "Adolescents’ social reading: motivation, behaviour, and their relationship." Electronic Library 35, no. 2 (April 3, 2017): 246–62. http://dx.doi.org/10.1108/el-12-2015-0239.
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Purpose Using the case of social reading via WeChat in China, this paper aims to explore adolescents’ social reading motivation and behaviour. It also examines how the specific dimensions of reading motivation contribute to the different aspects of social reading behaviour. Design/methodology/approach This study used survey approach, which gathered 1,039 valid responses from a cluster sampling in 14 middle and high schools in Shanghai, China. Findings The results indicated that social reading motivation was a multidimensional construct, which included the dimensions of social interaction, self-development, peer recognition, information acquisition, personal interests and time killing. The research also found that different motivational dimensions exerted different influences on adolescents’ social reading activities. Specifically, the motivations of time killing and self-development are significant predictors of both the reading act and socializing act. However, information acquisition and personal interests were significant predictors only of the reading act, while social interaction and peer recognition significantly predicted the socializing act. Research limitations/implications The findings would be valuable for those who develop reading programs or administer adolescents’ reading practice. This study can help them understand the complexity of adolescents’ social reading motivation and distinguish between its different dimensions. Originality/value The study provides important insights into the nature of adolescents’ social reading motivation and how it relates to their social reading behaviour. It not only confirmed the multidimensionality of social reading motivation as a construct but also expanded the exploration of reading motivation and behaviour to the social media arena.
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Nainggolan, Elsa Ernawati, and Juliatri Goretti Simamora. "CHARACTER BUILDING OF ALTRUISM IN ENGLISH TEXTBOOK OF SENIOR HIGH SCHOOL." JURNAL BASIS 7, no. 2 (October 23, 2020): 319. http://dx.doi.org/10.33884/basisupb.v7i2.1962.
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This study aimed at analyzing altruism character in the three English textbooks of senior high school grade X, XI, and XII. Using content analysis, words, phrases, and clauses presenting altruism in the reading text, dialogue, and tasks were examined. The study revealed that in the English textbook of grade X, the altruism aspect indicating ‘pro-social behavior’ and ‘environmental care’ could be frequently found in reading text, dialogue, and task. However, other altruism aspects such ‘giving empathy’ missed in the reading text and ‘reducing inequality’ does not appear in the reading text and dialogue. Meanwhile in the grade XI, ‘giving empathy’ and ‘pro-social behavior’ occur in dialogue and task yet cannot be identified in the reading text. Moreover, ‘environmental care’ only shows up in dialogue and task, while ‘reducing inequality’ is nowhere to be found. In the grade XII, ‘giving empathy’, ‘pro-social behavior’ and ‘environmental care’ could be identified in the reading text, dialogue, and task. Unfortunately, ‘reducing inequality’ aspects only occur in the task. The inconsistent altruism character maintained in the English textbooks used in grade X, XI, and XII of senior high school displayed the missing opportunity to shape students’ altruistic behavior. Considering that senior high school is the stage where students start developing the ability to think logically about abstract ideas, altruism character should be inculcated in the development of English learning material in relevance to students’ intellectual and emotional level.
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Astuti, Putri Mayang, and Sri Jumadiah. "Aspek Sosiologis dalam Novel di Bawah Langit yang Sama Karya Helga Rif." Humanis 24, no. 3 (August 28, 2020): 322. http://dx.doi.org/10.24843/jh.2020.v24.i03.p12.
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This study aims to describe (1) the structure that builds the novel Di Bawah langit yang Samaby Helga Rif; and (2) the sociological aspects contained in the novel Di Bawah Langit yang Sama by Helga Rif. The theory used in this research is Stanton's structural theory and literary sociology Ian Watt. Data collection methods used are library methods as well as reading and note-taking techniques. Data analysis was performed using descriptive analytic methods. Data analysis techniques using reading, interpretive, and note taking techniques. The results of this study indicate that the intrinsic elements analyzed in the novel under the same sky include: characterizations, plots, and settings. The sociological aspects analyzed in the novel Di Bawah Langit yang Sama are social aspects, moral aspects, education aspects, economic aspects, and love aspects. Social aspects are shown in the lives of Balinese people. Moral aspects found are good morals. The educational aspects analyzed include formal and informal education. Economic aspects are analyzed using social stratification, namely upper class and middle class society. Aspects of romance discuss the love of different religions between Indira and Maximilian.
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Dahlan, Dahlia. "Social media and the reading culture revolution among digital natives." COMMICAST 3, no. 1 (November 23, 2021): 105–12. http://dx.doi.org/10.12928/commicast.v3i1.3706.
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Reading is one of the intellectual activities that only humans have that develops along with the writing system. The culture of reading does not just grow, because human history records the development of the writing system through a very long journey. The study, which involved 41 respondents aged 17-21 years who were randomly selected, showed a shift in the reading culture from print media to online media, related to reading patterns, gender aspects, reading frequency, and duration. From a gender aspect. The shift in the reading culture among young people is also greatly influenced by the characteristics of online media that print media lacks. The practicality and mobility of online media as well as easy access are some of the advantages that attract young media users. Books, newspapers/tabloids, and magazines do not have this characteristic. required Greater effort is more expensive to access print media which is incompatible with the characteristics of the digital natives. Although it has a number of advantages, online media is still considered to have a number of weaknesses compared to print media. One of the weaknesses of online media is the inaccuracy of the information, because the writing often does not apply the principle of cross-checking and confirmation, and contains more subjective opinions. The survey results reinforce the tendency of new media audiences to be not merely positioned as objects that are the target of messages. The tendency to change in reading culture is closely related to audiences and changes in media technology and the meaning of media have renewed the role of audiences to become more interactive with messages, and new media consumers who are dominated by young people can determine how to access according to their wants and needs.
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McClanahan, Barbara J. "Experiencing Historical Fiction Graphic Novels to Teach Social Studies." Study & Scrutiny: Research on Young Adult Literature 5, no. 2 (July 1, 2022): 95–119. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.95-119.
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A small study was conducted to determine how preservice teachers in a social studies methods class responded to reading an historical fiction graphic novel in an in-class literature circle followed by an authentication project. Role/task sheets, reading journals, and one-on-one interviews provided data. Analysis showed that all participants were successful at some level in navigating the unique aspects of the graphic novel and all felt the graphic novel experience could be successfully translated to their classrooms. Results also suggested that participants with prior experience with graphic novels appeared to have a more positive experience with the project.
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Pammu, Abidin, Rezza Dewintha, and Mutia Sari Nursafira. "University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen." Utamax : Journal of Ultimate Research and Trends in Education 4, no. 3 (January 21, 2023): 246–54. http://dx.doi.org/10.31849/utamax.v4i3.9570.
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This paper reports the findings drawn from a six-month survey on first-year students’ perception of Extensive Reading intervention in a basic general English course program at Hasanuddin University. This survey study aimed to reveal the extent to which the samples agreed on some aspects of language learning’s positive impacts from attending a reading intervention semester. Other aspects were also examined to the degree of improvement, such as students’ beliefs about eclecticism, self-confidence, and social identity. Data were obtained from questionnaire surveys consisting of 7 close-ended statements and four rating scales from 120 fresh undergraduates. The scaling of “strongly agreement” was tallied from the total samples to obtain the trend. The greater the percentage of the agreement rate, the stronger the perceptions, so as the higher the tendency of the positive impact of extensive reading. The findings came up with encouraging results where a greater proportion of the samples reported significant improvement in aspects contributing to language learning. These include improved vocabulary, writing skills, reading rate, comprehension, confidence, and motivation. The study also revealed the perceived gaining of social identity and reduced degree of eclecticism in dealing with English texts. The findings support the previous research that confirms assurance of reading improvement through extensive reading. The survey warrants pedagogical implications for teachers to constantly embark high intensity of reading activities for students to inculcate reading habits so as to improve personal study skills and encourage autonomous learning.
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Ben Zvi, Ehud. "Reading Hosea and Imagining YHWH." Horizons in Biblical Theology 30, no. 1 (2008): 43–57. http://dx.doi.org/10.1163/187122008x294349.
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AbstractAs the readers among whom and for whom the book of Hosea was composed read and reread it they could not but construe images of YHWH. In the process, metaphors from different source conceptual domains were evoked. Each of them involved important aspects of the worldview of these readers, their understanding of themselves and their deity, and very often a sense of resistance to imperial ideological constructions. The centrally enabling metaphor of YHWH as didactic communicator, that is teacher of Israel, played a central role in the social and ideological worldview of the literati who wrote, read, and reread the book of Hosea and other prophetic and authoritative books in ancient Yehud and reflected the social roles of the literati and of the repertoire of prophetic books that evolved in ancient Yehud, among which the book of Hosea, in its present form, evolved and found its place.
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Belinda, Astra. "I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation." LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya 17, no. 1 (February 24, 2020): 1–14. http://dx.doi.org/10.30957/lingua.v17i1.620.
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The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.
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Stefanovskaya, Natalia A. "Evolution of methods of studying reading as a sociocultural practice." Tambov University Review. Series: Humanities, no. 195 (2021): 244–50. http://dx.doi.org/10.20310/1810-0201-2021-26-195-244-250.
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We examine the evolution of reading research methods as a sociocultural practice and show the trajectory of their development from the simplest sociological surveys to complex semio-sociopsychological methods. The main aspects of the study of reading practices related to the change of text carriers are highlighted. A classification of methods of studying reading is given. We substantiate the use of monitoring as a promising method of studying reading for forecasting the development of reading culture and the social situation of reading at various levels: national, regional, local.
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Shear, Adam. "Introduction to AJS Review Symposium: The Jewish Book: Views and Questions." AJS Review 34, no. 2 (November 2010): 353–57. http://dx.doi.org/10.1017/s0364009410000371.
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In the last several decades, the study of reading, writing, and publishing has emerged as a lively field of inquiry in the humanities and social sciences. Historians and literary scholars have engaged with a number of questions about the impact of changes in technology on reading practices and particularly on the relationship between new technologies of reading and writing and social, religious, and political change. The new field of the “history of the book,” merging aspects of social and intellectual history with the tools of analytical and descriptive bibliography, came to the fore in the second half of the twentieth century at the same time that the emergence of new forms of electronic media raised many questions for social scientists about the ways that technological change have affected aspects of human communication in our time. Meanwhile, while the field of book history emerged initially among early modernists interested in the impact of printing technology, the issues raised regarding authorship, publication, relations between orality and the written word, dissemination, and reception have enriched the study of earlier periods.
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Nurhopipah, Ade, Ida Nuraida, and Jali Suhaman. "Exploring Indirect Aspects in Motivation and Academic Achievement During The Pandemic." JETL (Journal of Education, Teaching and Learning) 6, no. 2 (September 29, 2021): 163. http://dx.doi.org/10.26737/jetl.v6i2.2590.
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<p>Online learning methodologies are the most influential factor in educational success. However, it cannot be denied that there are non-technical aspects that indirectly affect students' motivation and academic achievement after the Covid-19 pandemic occurred. This study involves paired <em>t</em>-tests, regression tests, and partial <em>t</em>-tests to analyze the factors that can indirectly shape student motivation and academic achievement in Indonesia's higher schools. The factors studied were related to economic condition, health, habits, and social interaction. The result shows significant changes in learning motivation, economic and health conditions, student interactions with friends and lecturers, student involvement in student activity units and religious activities, use of social media, and time spent reading. The Grade Point Accumulative (GPA) before the pandemic was influenced by learning motivation. However, during the pandemic, the GPA was not significantly affected by learning motivation. Before the pandemic, family engagement and student involvement in religious activities significantly influence the GPA. Meanwhile, the factors that influence learning motivation during the pandemic are student involvement in social activities, interaction with lecturers, health conditions, and time spent reading.</p>
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Davis, Whitney. "“Reading-In”." Representations 144, no. 1 (2018): 1–33. http://dx.doi.org/10.1525/rep.2018.144.1.1.
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The German-American anthropologist Franz Boas (1858–1942) was one of the most protean and influential anthropologists of the twentieth century. In part based on his book Primitive Art (1927), this essay considers his theory of the beholder’s share in constructing the significance of visual form and in interpreting its meaning. Boas’s analysis of what he called “contradictions” between his indigenous informants’ exegeses of form lay at the heart of his conclusion that individual agents “read-in” to form some of the most crucial aspects of social experience that are most salient and specific to them. “Reading-in,” I argue, is the verbal speaking of visual “seeing-as,” and it infuses visual form with the diversity and particularity of a speaker’s grammatical choices undertaken within their natural human language(s). This model might now seem self-evident. At the time, however, it opened up the possibility of an “anthropology” of art and, to an extent as yet unrealized, the possibilities of its sociology and history. The essay evaluates Boas’s model in relation to other well-known accounts of the beholder’s share in art history, philosophy, and elsewhere and concludes with a discussion of the uptake of his idea in the “structuralism” of Roman Jakobson and Claude Lévi-Strauss.
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Popović, Mladen. "Reading, Writing, and Memorizing Together: Reading Culture in Ancient Judaism and the Dead Sea Scrolls in a Mediterranean Context." Dead Sea Discoveries 24, no. 3 (November 9, 2017): 447–70. http://dx.doi.org/10.1163/15685179-12341447.
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Abstract This article focuses on reading culture as an aspect of the Dead Sea Scrolls textual community in its ancient Mediterranean context. On the basis of comparative evidence, the article approaches reading in ancient Judaism as a multi-dimensional and deeply social activity by taking reading aloud, writing, and memorizing as intertwined practices occurring in group reading events. The evidence discussed, such as from Philo of Alexandria, the first-century ce Theodotus inscription from Jerusalem, and 1QS 6:6–8, reflects certain aspects of reading cultures shared between different Jewish communities in the ancient Mediterranean during the Hellenistic and early Roman periods. In addition, it is argued that features such as scribal marks in manuscripts, evidence such as the writing of excerpts, manuscripts such as 4Q159 and 4Q265, or note-taking in 4Q175 and other such manuscripts should be considered within the context of the ancient procedure of reading by intellectual or scholarly readers. Moreover, the article suggests that the Genesis Apocryphon actually preserves a glimpse of the scrolls’ elite reading culture described in a text from Hellenistic-period Judaea.
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Kargapolova, E. V., V. V. Diakova, M. A. Simonenko, and Ju A. Davydova. "Reading Practices of Students of the Metropolitan Metropolis: “Amateurs” and “Pragmatists”." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 10 (October 19, 2022): 87–101. http://dx.doi.org/10.31992/0869-3617-2022-31-10-87-101.
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Modern social processes (globalization, urbanization, digitalization, succession of generations and others) actualize public and scientific attention to students’ reading culture, reading practices and their various aspects (gender, social, economic, and others). The issue of culture of reading, reading practices, their features and structure is a topical and relatively under-developed topic of interdisciplinary analysis. These phenomena are considered in sociology within the framework of some concepts: as a separate type of practice in the process of personal literacy formation, through the connection of cultural heritage and social class, through the analysis of subjective and existential meanings of the reading experience, and others. It is interesting to study the reading practices of students due to the specificity of the subject-object role of this social group in the process of cultural intergenerational continuity. The article highlights the results of an empirical study conducted among students of Moscow universities. Two types of students’ attitudes to works of fiction are revealed: pragmatic and value-reflective. The characteristics of these two groups are given, compared with other indicators (love of reading, reading as pleasure, volume of reading, genres of fiction, and others). The main conclusions and results presented in the publication will be of interest to teachers, scientists, representatives of state and public organizations and specifically to students.
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Tengberg, Michael. "National reading tests in Denmark, Norway, and Sweden: A comparison of construct definitions, cognitive targets, and response formats." Language Testing 34, no. 1 (August 2, 2016): 83–100. http://dx.doi.org/10.1177/0265532215609392.
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Reading comprehension tests are often assumed to measure the same, or at least similar, constructs. Yet, reading is not a single but a multidimensional form of processing, which means that variations in terms of reading material and item design may emphasize one aspect of the construct at the cost of another. The educational systems in Denmark, Norway, and Sweden share a number of traits, and in the recent decade, the development of national test instruments, especially for reading, has been highly influenced by international surveys of student achievement. In this study, national tests of L1 reading comprehension in secondary school in the three Scandinavian countries are compared in order to reveal the present range of diversity/commonality within the three test domains. The analysis employs both qualitative and quantitative aspects of data, including frameworks, text samples, task samples, and scoring guidelines from 2011 to 2014. Findings indicate that the three tests differ substantially from each other, not only in terms of the intentional and operative constructs of reading to be measured, but also in terms of testing methods and stability over time. Implications for the future development of reading comprehension assessment are discussed.
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Caba, Niris, and Raúl Yunén. "Estrategias de lectura ¿moda o necesidad académica? / Reading strategies ¿trend or academic necessity?" Cuaderno de Pedagogia Universitaria 11, no. 21 (April 7, 2015): 12–30. http://dx.doi.org/10.29197/cpu.v11i21.199.
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Resumen Se presenta una investigación donde los autores valoran las estrategias de comprensión lectora para la formación académica de comunicadores sociales en la PUCMM: estudio de caso de dos asignaturas. Los conceptos básicos en que se apoya la investigación son: la comprensión lectora y los puntos críticos de incomprensión lectora, la alfabetización académica, estrategias de lectura y estrategias didácticas. Las conclusiones se agrupan en tres aspectos: la lectura y procesos cognitivos; los estudiantes y su comprensión lectora; y el rol de los docentes en los procesos de enseñanza-aprendizaje de la lectura. AbstractThis article presents a case study of two subjects: an investigation in which the authors assessedthe reading comprehension strategies as a fundamental component for the Social communication curriculum in PUCMM. The basic concepts on which the research is based are: reading comprehension and its critical aspects for students, academic literacy, reading strategies and teaching strategies. The findings are grouped into three areas: Reading and cognitive processes;students and their reading comprehension; and the role of teachers in the teaching-learning processes of reading
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Dunn, Judy. "Emotion and the development of children's understanding." European Review 8, no. 1 (February 2000): 9–15. http://dx.doi.org/10.1017/s1062798700004518.
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The significance of emotion and social experiences in young children's growing understanding of emotion and mind is discussed here. There is evidence for early mind-reading, and the role of emotional experience in these developments; differentiation of various aspects of social understanding is indicated from studies of discourse, and longitudinal research. The challenges to be addressed in research on links between affect and cognition include a focus on children at risk of relationship problems, on the relations between attachment and mind-reading, and on possible developmental changes in the connections between emotion and social understanding.
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Mor, Liron. "Reorienting Visual Reading." Qui Parle 31, no. 2 (December 1, 2022): 189–229. http://dx.doi.org/10.1215/10418385-10052298.
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Abstract This essay explores visual reading and its colonial aspects by analyzing the novel Ze ʿim ha-panim elenu (The One Facing Us, 1995), by Ronit Matalon, an Israeli Jewish author of Egyptian descent. In this novel Matalon displaces the dramas of Mizrahi Jews (Jews originating from the Arab and Muslim world) to Cameroon, thus stressing her protagonists’ uneasy positioning within the colonizer-colonized, West-East divides and connecting Zionist racialization to broader, global processes of colonial capitalism. By exploring her elaborate readings of photographs in the novel, the essay reveals two rival traditions of reading the visual: the first involves what might be described, following Matalon, as a certain “intending toward” the photograph—a colonial reading practice through which a subject converts her absence from the photographic moment into a visionary, intentional presence. In this Barthesian tradition, the image is an empty land to be colonized, and Oriental subjects are racialized by being fetishistically associated with both authentic matter and theological aura. The second tradition, typified in the novel by the protagonist’s Egyptian mother, is a laborious collective practice of reading photographs that is attentive to subtext, nonverbal communication, and social codes. The essay argues that this reading practice has nothing to do with postcolonial or Levantine hybridity or with a “migratory state of mind”—concepts that govern scholarship on Matalon—and that its subsistence requires in fact a solid, counterdiasporic sense of home.
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Dykstra, Alan. "Critical reading of online news commentary headlines: Stylistic and pragmatic aspects." Topics in Linguistics 20, no. 2 (December 1, 2019): 90–105. http://dx.doi.org/10.2478/topling-2019-0011.
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Abstract In doing a critical reading of news commentary headlines drawn from a corpus, this study uses critical stylistics as an initial tool for delineating the headlines’ textual, ideational and interpersonal features and also for categorizing them according to the main type of triggering located in their respective textual-conceptual functions. Presuppositions are found to be a key device in constructing the headlines’ ideational “text-worlds”, which can strategically activate readers’ “belief systems knowledge” and rapidly validate or shape their attitudes regarding social reality, even when a headline is being scanned and read autonomously on a mobile device platform. To better understand the contextual and representational role of these news commentary headlines in contemporary journalistic knowledge production and reception, this research examines their stylistic and syntactic design, identifying accompanying characteristics such as embedded ideological perspectives and propositional interpretive frameworks, while noting the headlines’ specialized positioning as cohesive interpolating texts in the digital news ecosystem.
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Galli Cornali, Sandra, Sylvie Moine, and Katharina Turnill. "langage écrit: un code parmi d’autres… autour de la «délinquance» orthographique." Travaux neuchâtelois de linguistique, no. 33 (December 1, 2000): 121–32. http://dx.doi.org/10.26034/tranel.2000.2685.
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In this article we based our approach on an interactionist point of view which takes in account the social and relational aspects at stake in the acts of reading and writing. We aim to illustrate, through three clinical vignettes, what we see as a connection between written codes and social norms. The goal of this reflection being to put forward the link between these different aspects: cognition, emotion, socialization and language. Indeed, we noticed in our practices, that some adolescents and pre-adolescents tended to show at the same time difficulties in acquiring reading and writing skills aswell as accepting social norms and rules, and in our experience, these young people could only start to overcome their specific difficulties in learning to write and read when we, as speech therapists, took in account the concomitants symptoms.
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Collado-Rodríguez, Francisco. "The Waste Land and the Release of Social Energy: An Eliotean Reading of Thomas Pynchon’s Fiction." Revista Canaria de Estudios Ingleses, no. 85 (2022): 167–82. http://dx.doi.org/10.25145/j.recaesin.2022.85.11.
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"This essay discusses the striking influence of The Waste Land on Thomas Pynchon’s oeuvre and evaluates the stylistic and thematic links connecting them. More specifically, the article centers on twin aspects of Pynchon’s intertextual reframing of Eliot’s representation of the waste land. The first refers to the use of certain motifs and symbols of the poem, such as the narrator’s bouncy character, the living-dead condition of some personages, and the evocation of the violet hour. The second aspect concerns Pynchon’s versions of the figure of Belladonna as a “lady of situations” and her relationship with the notion of waste associated with mythic thinking, ethics, and the complexity of life. These themes are developed intensely in Pynchon’s oeuvre and are reflected in his complex experimental style."
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Inawati, Inawati, Amalia Nurma Dewi, Martutik Martutik, and Setiawan Setiawan. "IMPLEMENTATION ANALYSIS OF SERVICES BASED ON SOCIAL INCLUSION IN THE COMMUNITY OF THE REPUBLIK GUBUK." Jurnal Diskursus Islam 10, no. 1 (April 23, 2022): 1–12. http://dx.doi.org/10.24252/jdi.v10i1.24538.
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Abstract: This study aims to analyze the form of implementation of social inclusion-based services in the Republic Gubuk Community which is an association of Gubuk Baca in the Jabung area, Malang Regency. The research was conducted using a descriptive qualitative data analysis approach. data sources used primary and secondary data sources obtained through interviews, observation, and literature review. The results of the research show that the activities that are part of the program at the Gubuk Republik Community are a form of social inclusion-based library service which is in line with the concept of social inclusion-based library services developed by Utami and Prasetyo which describes several aspects, namely reading huts as facilitators in developing growth potential. economy, reading huts as a vehicle for problem-solving, reading huts as a center for community activities, and reading huts play an active role in the literacy movement through various activities such as BUMI Gubuk (Hut-Owned Enterprise), teaching thug, People's Campus, mobile library movement, and others. etc.
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Dalsgård, Anne Line. "Reading Times: Temporalities and Time Work in Current Everyday Reading Practices." Poetics Today 42, no. 2 (June 1, 2021): 207–27. http://dx.doi.org/10.1215/03335372-8883220.
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Abstract Inspired by Pierre Bourdieu's observation that practice is not in time but makes time and Michael Flaherty's concept of time work, this article explores temporal aspects of the use of literature in contemporary Denmark and describes how reading allows readers to manipulate their experience of time. The main part of the article focuses on cultural norms and readers’ expectations in relation to reading time, while the last, shorter part discusses the structuring temporal effects of a literary text, such as presence, narrative, and endings. The article concludes that time is not just a practical issue to consider (when and where to read), or just something to work on through reading (e.g., changing a boring time into flow time). Texts also affect the readers’ sense of time; that is, agency lies in the literature read as well as the reader. The empirical data are drawn from extensive ethnographic fieldwork (mainly qualitative interviews) in different social and geographical contexts in Denmark from 2014 to 2019. The article contributes to empirical reading studies by exploring everyday reading as a practice in and of time.
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Hidayatulloh, Sibakhul Milad Malik, and Sugirin Sugirin. "INDONESIAN EFL TEACHERS TEACHING READING TO ENGLISH YOUNG LEARNERS IN INDONESIA AND THAILAND." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (September 22, 2022): 395–409. http://dx.doi.org/10.24071/llt.v25i2.4515.
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Among myriad research on teaching reading on English Young Learners, little has been discussed the practice within two different socio-culture settings. Indeed, the success stories of teaching reading to young learners with different social and cultural circumstances will be able to offer insight and new perspectives of teaching reading to EYL for researchers, mainly English teachers. This study aimed at narrating and exploring the process of teaching reading within two different countries, Indonesia and Thailand. This study invited two Indonesians EFL teachers who teach English to young learners in Indonesia and Thailand. Underpinning the narrative research design, this study narrated the experience of the participants from interview process triangulated by their narrative framework and teaching reading materials. From the obtained data, the findings were presented using four major themes: teaching experience, the students, teaching reading, and teaching reading materials. The result revealed that the participants had some similarities and distinction aspects. Teaching technique that the participants used could be said as the similar aspect of the participants. Meanwhile, teaching materials could be said as the integral factors underlaying the differences. Furthermore, organizational system and community around participants played significant role in affecting the differences and similarities.
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Anwas, E. Oos Mukhamad, Yuni Sugiarti, Anggraeni Dian Permatasari, Jaka Warsihna, Zulfikri Anas, Leli Alhapip, Heni Waluyo Siswanto, and Rahmi Rivalina. "Social Media Usage for Enhancing English Language Skill." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 41. http://dx.doi.org/10.3991/ijim.v14i07.11552.
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One of the obstacles of learning English Language as a Foreign Language is the limitation of practicing media. Social media has many contents and facilities which can be used for practicing English. The aim of this study is to find out students’ intensity of using English-language social media content. The study was conducted by quantitative approach and survey method among the Senior High School students in Jakarta, Indonesia. Data analysis shows that as students’ intensity who used English-language social media content is low. Students’ perception of English skill in reading and writing is good, while students’ perception of listening and speaking is still low. The intensity of using English-language social media content is positively and significantly related to students' perceptions of their ability to speak English including reading, writing, listening and speaking aspects. Hence, social media is needed to be learning media for learning English language as a Foreign Language in Indonesia.
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Aram, Dorit, Deborah Bergman Deitcher, Tami Sabag Shoshan, and Margalit Ziv. "Shared Book Reading Interactions Within Families From Low Socioeconomic Backgrounds and Children’s Social Understanding and Prosocial Behavior." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 157–77. http://dx.doi.org/10.1891/1945-8959.16.2.157.
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The study explored the nature of mother–child conversation during and after a shared book reading (SBR) interaction and how it relates to children’s social understanding and prosocial behavior. Participants were 61 mother–child dyads (children’s mean age 5 years, 8 months) from low socioeconomic strata (SES). Mother–child SBR and their conversation following the reading were video-recorded. Children’s social understanding was evaluated via their ability to distinguish between social norms violations and moral violations. Prosocial behavior was evaluated through children’s sharing behavior. Results showed that during SBR, mothers and children from low SES tended to stick to the written text, whereas following the book reading, they elaborated beyond the explicit aspects of the text. Furthermore, references to socioemotional issues during mother–child conversation correlated with the child’s social understanding and prosocial behavior, beyond the child’s vocabulary level.
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Uhlenbruch, Frauke. "Reconstructing Realities from Biblical Utopias." biblical interpretation 23, no. 2 (March 23, 2015): 191–206. http://dx.doi.org/10.1163/15685152-00232a03.
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This article addresses two specific issues in reading the Hebrew Bible drawing on utopian theory: the possibility of reconstructing historical reality by reading a text as a utopia, and the variable of changing audiences throughout time and their impact on utopian readings. Suvin’s and Roemer’s definitions of utopia are used, but it is acknowledged that no one definition of utopia is necessarily more correct than another. Approaching the concept of utopia as a flexible ideal type, rather than with a strict definition, is advocated. Utopia is seen as a specific response by the author(s) to a perceived reality; therefore it has been suggested that reading biblical texts as utopia can offer insight into social realities at the time of the text’s creation. This notion is examined critically, drawing on Holquist’s comparison of utopia to the abstraction of chess. While it is possible to make some statements about the social reality at the time of the production of the text by reading the text as a utopian representation, it must always be taken into account that each reconstruction of reality is only one possible interpretation offered by a member of a non-intended audience. A utopia’s relationship to realities is complex, and often aspects of its implied counter-piece, the dystopia, become visible when a transfer of a utopia into reality is attempted.
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Mubarok, Husni, Nurul Fadilah, and Moh Toyyib. "A Systematic Literature Review: The Relationship Between Indonesian Culture and Other Aspects." Journal Intellectual Sufism Research (JISR) 3, no. 2 (May 27, 2021): 14–26. http://dx.doi.org/10.52032/jisr.v3i2.95.
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This article aimed to present the relationship between Indonesian culture with various aspects (education, welfare, arts, and religion) and showing the uniqueness of Indonesian culture. The procedural of this systematic review used the Suprapto et al., (2020) guided method, including defining the purpose, conducting literature, selecting articles, reading full paper, abstracting data, and performing analysis. The articles' criteria to be analyzed must be in the English version, published in the social sciences citation indexed (SSCI) journal in the period of 2016-2020. The articles included four fields (education, welfare, art, and religion) as a representation of Indonesian intercultural in several aspects. The result of this study showed that there was an interplay between Indonesian culture and four aspects of the fields, even between aspects. Although Indonesia has a lot of cultures and several aspects would be influenced, however, religion is the strongest aspect related to Indonesian culture.
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Rohani, Yalda, Hossein Pirnajmuddin, and Behnoush Akhavan. "Ian McEwan’s Atonement: A Virilian Reading." Asian Social Science 12, no. 9 (August 25, 2016): 99. http://dx.doi.org/10.5539/ass.v12n9p99.
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<p class="a">Paul Virilio is the theorist of speed or “dromology”. In his terminology acceleration is relevant to time and space. Virtualization is also another seminal concept in his theory which is of course essentially related to his conception of time-space. In this essay, we argue that human perception as pertaining to speed-space and light-space as well as the different versions of reality arising out of different ways of body positioning is one of the major themes of Ian McEwan’s <em>Atonement </em>(2001). In McEwan’s novel both architecture and art mislead Briony. Paradoxically, however, Briony also attempts to overcome her trauma through the art of writing in which several versions of reality emerge out of shattered images of the past. The novel foregrounds issues of art, perception, time-space, speed and their interrelations and as such a Virilian reading would be most relevant.</p><p>1-2017 (Print) ISSN 1911-2025 (Online) Email: ass@ccsenet.org <br /><br />Copyright © Canadian Center of Science and Education <br /><br />To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. and lawfulness compared to district 3. In addition, t-test results showed that the aspect of effectiveness has the best condition with a mean of 3.21 and the aspect of participation has an unfavorable condition compared to other aspects with a mean of 2.58.</p><p> </p>
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Ilmiani, Aulia Mustika. "تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 5, no. 2 (December 1, 2017): 117–26. http://dx.doi.org/10.23971/altarib.v5i2.771.
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AbstrakOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.Keywords: reading skill and Vygotsky’ social constructivism theory
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Sianturi, Betty. "Reading Literature in the Time of Pandemic." PIONEER: Journal of Language and Literature 12, no. 2 (December 31, 2020): 129. http://dx.doi.org/10.36841/pioneer.v12i2.705.
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This paper contextualizes the role of literature during the current state of Covid-19 outbreak. As representation of plague has been a stable in literature across time and space, reading literature about pandemic offers important insights in dealing with the changing period. This study offers a reading of ‘The Marque of Red Death’, a short story written by Edgar Allan Poe which dramatizes the outbreak of titular plague. Poe’s narration contextualizes the horrifying aspects of plague and also criticizes the social inequality concerning the ability of different social classes to cope with pandemic. Hence, this depiction asserts that ecological problem is inseparable with social problem and racial inequality. This study is conducted under ecocritical framework which emphasizes the reorientation of human and non-human relationship through the imaginary literature. The findings suggest that the non-human entity in form of plague is depicted as a disruptive force that abolish the progress of human civilization. This dramatization explores humanity to ponder their position in the world as a reminder of their mortality. The analysis suggests that during the troubled era of Covid-19 outbreak, reading representation of plague in literature can provide an idea with how people across time and space cope with pandemic outbreak.
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Cummins, Ian. "Reading Stuart Hall: the influence of the New Left on social work." Critical and Radical Social Work 7, no. 3 (November 1, 2019): 367–79. http://dx.doi.org/10.1332/204986019x15668423845081.
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This article will discuss the work of the late cultural and political theorist Professor Stuart Hall (1932‐2014). Hall made hugely significant contributions in cultural studies. In addition, he was one of the first thinkers on the Left to recognise the huge seismic shift that the electoral success of Margaret Thatcher in 1979 represented. Hall made a huge contribution to the development of progressive politics. His analysis of the centrality of race, empire and colonialism to the formation of modern Britain and its ongoing significance was a key element in the anti-racist politics of the 1970s and 1980s. These developments were very influential in the development of critical and radical social work perspectives. This article will argue that Hall’s work provides a theoretical and conceptual toolkit for a radical analysis of contemporary politics and culture. Social workers, academics and other practitioners can use this toolkit to develop critical perspectives on social work practice and other aspects of social and welfare policies.
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Chang, Isabelle. "Influences of executive function, language comprehension, and fluency on young children’s reading comprehension." Journal of Early Childhood Research 18, no. 1 (October 24, 2019): 44–57. http://dx.doi.org/10.1177/1476718x19875768.
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The purpose of this study was to examine the extent to which children’s executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children’s executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children’s first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children’s executive function and reading skills are discussed.
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CHARKAOUI, Safaa. "A SOCIOLOGICAL READING OF THE LEGAL SYSTM OF SOCIAL WELFARE INSTITUTIONS." RIMAK International Journal of Humanities and Social Sciences 03, no. 08 (November 1, 2021): 120–34. http://dx.doi.org/10.47832/2717-8293.8-3.10.
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This research derives its importance from the scientific framework that Is rich in theoretical approaches in the field of sociology, management systems and governance,and then from the field framework related to the reality of managing social welfare institutions in Morocco, its developments in legal and financial aspects and the current repercussions on the level of social welfare. it also aims to raise the level of social welfare for the beneficiary groups, by evaluations the efforts made in managing these institutions based on an exact scientific approach, method and tools. As a result, we will try to answer in this scientific study, the answer to the following problematic question. «To what extent is the sociological approach adopted in the current legal system of social welfare institutions in Morocco and what is impact on the profitability of these institutions» It is efforts that Is divided into two parts, the first is theoretical and the second is methodological and field, in which we focus on the sociological study of the current reality of the legal and financial system for the management, and evaluations of social welfare institutions in Morocco and the reflection of this evaluations on the profitability of these institutions, especially for the elderly and the time allotted for completion. Keywords: Socıologıcal Reading, Socıal Welfare Instıtutıons, Management Systems.
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Gustafson, Stefan, Linda Fälth, Idor Svensson, Tomas Tjus, and Mikael Heimann. "Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2." Journal of Learning Disabilities 44, no. 2 (March 2011): 123–35. http://dx.doi.org/10.1177/0022219410391187.
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In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs ( n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.
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Johan, Riche Cynthia, Emi Emilia, Aah Ahmad Syahid, Angga Hadiapurwa, and Gema Rullyana. "Gerakan literasi masyarakat basis media sosial." Berkala Ilmu Perpustakaan dan Informasi 16, no. 1 (June 23, 2020): 97–110. http://dx.doi.org/10.22146/bip.v16i1.35.
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Introduction. The three main aspects to improve literacy movement are family, school, and society. Using social media could be useful to improve literacy as many reading materials can be accessed and freely available. However, the content should be selected to prevent from unexpected materials.
Data Collection Method. Data obtained through observations of 100 participants in the development of community literacy movement. They were religious education community (pesantren) with professions such as, teachers, education staffs and students’ representatives from two levels of education within the reading village frameworks in Tanjungmekar village, Tanjungkerta, Sumedang.
Analysis Data. Data were analyzed using descriptive percentage studies, and describing the results of observations.
Result and Discussions. The community accesses reading material dominant using printed material, reading assignment and communication through social media have not done as expected. In general, the activities of fostering literacy in the religious education community require patterns that are in accordance with time, motivation, access, technological devices, various social media to foster literacy readiness.
Conclusions. Alternative use of social media is expected be able to support community movement to build the literate village.
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Ilmiani, Aulia Mustika. "تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي (Vigotsky) دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 2, no. 2 (November 14, 2018): 63. http://dx.doi.org/10.29300/im.v2i2.1758.
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AbstractOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.
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Tajbakhsh, Kian. "Hind Swaraj: Reading Gandhi’s Critique of Modernity in Tehran." Social Change 48, no. 1 (March 2018): 1–17. http://dx.doi.org/10.1177/0049085717743831.
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In both Iran and India, many social and cultural obstacles to authentic and humane social development are often traced to complexities caused by an encounter with Western modernity. In this essay, I explore what the Iranian reception of modernity might gain from the Indian conversation on Hind Swaraj. I show that Gandhi’s thought contains two different critiques of modernity. The first radical option entails the rejection of modernity and its core institutions such as the nation-state; the second proposes adapting traditions, including religions, within the framework of a pluralistic democracy so as to craft alternative versions of the nation-state. The objective of the essay is to examine those aspects of the latter strand of Gandhi’s thought that may be compatible with Iranian realities. A further goal is to put Iranian and Indian voices together in a constructive dialogue with one another.
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Imran Sinaga, Ali, Salamuddin Salamuddin, and Dewi Khairini. "Patterns of Islamic Education Learning in Applying 2013 Curriculum in SMPN 27 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 31, 2020): 1551–57. http://dx.doi.org/10.33258/birle.v3i3.1231.
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The research objectives were to find out: (1) how teachers implement Islamic religious education learning in the 2013 curriculum, (2) steps in applying the 2013 curriculum, and (3) problems related to the pattern of Islamic religious education in implementing the 2013 curriculum. The research method used is qualitative research, data collection is carried out in natural conditions and using data collection methods, namely: interview method, observation method, documentation method. Activities in data analysis are: data reduction, data presentation, and drawing conclusions. The research findings show: (1) the teacher first makes a Learning Implementation Plan by paying attention to the aspects of the life skills developed, the media used and the assessments carried out, (2) the learning process is carried out by applying a scientific approach, as well as active learning strategies, including modeling the way, reading aloud, reading guide, group resume, and (3) evaluations conducted by the teacher using an authentic assessment system which includes cognitive aspects, skills aspects, and affective aspects (spiritual and social).
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Cooksey, Ray W., Peter Freebody, and Graham R. Davidson. "Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory." American Educational Research Journal 23, no. 1 (March 1986): 41–64. http://dx.doi.org/10.3102/00028312023001041.
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We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually obtains in the reading ecology. Preliminary work is described that examines the expectation policies of novice teachers when considering potential achievements in vocabulary development and reading comprehension. A multivariate application of SJT revealed that the novice teachers studied held generally accurate expectation policies with respect to the ecology, but showed large individual differences in the importance they placed on various cues. Subsequent cluster analysis of the expectation policies revealed several different types of policy weighting schemes. We draw implications of the general application of SJT for the study of informal classroom policies, and we point to the next step—the provision of policy feedback to teachers for the purposes of heightening awareness and improving policy accuracy.
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Hall, Sarah Marie. "Social reproduction as social infrastructure." Soundings 76, no. 76 (December 1, 2020): 82–94. http://dx.doi.org/10.3898/soun.76.06.2020.
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The term social infrastructure is increasingly being discussed in academic literature, policy reports and public forums. We might even go so far as to say it is the latest buzzword. Feminist economists understand social infrastructures as encompassing all aspects of social reproduction, but these ideas are routinely sidelined in wider debates. This article provides a critical reading of key trends in the ways the term social infrastructure is currently being defined and deployed: namely, as being equivalent to social spaces and spaces of sociability, such as community centres, parks and libraries, rather than being understood in terms of labour, gender and social reproduction. Part of the reason for this is the association between social reproduction and the home, which leads to a dismissal of reproductive work in communities at large. In writing about infrastructures more generally, it is not uncommon for gendered labour, care and reproduction to go completely ignored, or at least to only be discussed in relation to physical infrastructure. This simultaneous erasure and co-optation of feminist ideas has the effect of diminishing, diluting and marginalising the role of social reproduction as the foundation of our economy and society. It is therefore also a form of depoliticisation. In the article's conclusion, the case is made for recognising and reclaiming social reproduction as social infrastructure: an infra-structural approach could help alleviate long-standing tensions in definitions of social reproduction as both process and practice, and as operating on multiple scales.
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Hall, Sarah Marie. "Social reproduction as social infrastructure." Soundings 76, no. 76 (December 1, 2020): 82–94. http://dx.doi.org/10.3898/soun.76.06.2020.
Full textAbstract:
The term social infrastructure is increasingly being discussed in academic literature, policy reports and public forums. We might even go so far as to say it is the latest buzzword. Feminist economists understand social infrastructures as encompassing all aspects of social reproduction, but these ideas are routinely sidelined in wider debates. This article provides a critical reading of key trends in the ways the term social infrastructure is currently being defined and deployed: namely, as being equivalent to social spaces and spaces of sociability, such as community centres, parks and libraries, rather than being understood in terms of labour, gender and social reproduction. Part of the reason for this is the association between social reproduction and the home, which leads to a dismissal of reproductive work in communities at large. In writing about infrastructures more generally, it is not uncommon for gendered labour, care and reproduction to go completely ignored, or at least to only be discussed in relation to physical infrastructure. This simultaneous erasure and co-optation of feminist ideas has the effect of diminishing, diluting and marginalising the role of social reproduction as the foundation of our economy and society. It is therefore also a form of depoliticisation. In the article's conclusion, the case is made for recognising and reclaiming social reproduction as social infrastructure: an infra-structural approach could help alleviate long-standing tensions in definitions of social reproduction as both process and practice, and as operating on multiple scales.
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Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (September 5, 2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.
Full textAbstract:
While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.