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Relevant bibliographies by topics / Social situatedness of literacies

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Academic literature on the topic 'Social situatedness of literacies'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Social situatedness of literacies"

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José, Rui, Nuno Otero, and Jorge C. S. Cardoso. "Dimensions of Situatedness for Digital Public Displays." Advances in Human-Computer Interaction 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/474652.

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Public displays are often strongly situated signs deeply embedded in their physical, social, and cultural setting. Understanding how the display is coupled with on-going situations, its level of situatedness, provides a key element for the interpretation of the displays themselves but is also an element for the interpretation of place, its situated practices, and its social context. Most digital displays, however, do not achieve the same sense of situatedness that seems so natural in their nondigital counterparts. This paper investigates people’s perception of situatedness when considering the

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Ciborra, Claudio, and Leslie Willcocks. "The Mind or the Heart? it Depends on the (definition of) Situation." Journal of Information Technology 21, no. 3 (2006): 129–39. http://dx.doi.org/10.1057/palgrave.jit.2000062.

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This paper1 establishes the importance of situatedness of experience in Information Systems (IS) studies, but also critiques the limited notion of situatedness all too frequently employed. In the original language of phenomenology as used by Heidegger, ‘Befindlichkeif means not just ‘state of mind’ but also refers to disposition, mood, affectedness and emotion. The paper reviews the controversies in the literature generated by opponents to the situatedness literature and provides two case studies to show how current IS uses of the situatedness perspectives differ from the original one. From th

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Stadnik, Katarzyna. "The situatedness of meaning construction in Wisława Szymborska’s “Cat in an Empty Apartment”." Journal of Literary Semantics 49, no. 1 (2020): 27–40. http://dx.doi.org/10.1515/jls-2020-2015.

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AbstractSo far the cognitively-oriented study of literature has largely missed out on the cognitive conception of situatedness, which holds that human mental activity should be seen through the lens of its grounding in the physical, social and cultural milieu of the individual. Accordingly, the article shows the value of this approach in a Cognitive Linguistic analysis of Wisława Szymborska’s poem “Cat in an Empty Apartment”, setting out the ways in which situatedness underlies dynamic meaning construction in the production and reception of the work, giving rise to the singularity (Attridge 20

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Rehm, Matthias, Katharina Rohlfing, and Karl Ulrich Goecke. "Situatedness: The Interplay between Context(s) and Situation." Journal of Cognition and Culture 3, no. 2 (2003): 132–56. http://dx.doi.org/10.1163/156853703322148516.

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AbstractIn order to interpret the behaviour of cognitive systems, the integration into their specific cultural environment must be considered. The phenomenon of situatedness is a crucial determinant of this behaviour. We derive the notion of situatedness from the interplay between agent, situation, and context (divided into inter- and intracontext). The main objective of this paper is to connect a theoretical analysis of situatedness with its implications for empirical research. In particular, we consider processes of situated learning in natural and artificial systems.

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Anderson, Byron. "Information “Literacies”." Behavioral & Social Sciences Librarian 26, no. 2 (2007): 63–65. http://dx.doi.org/10.1300/j103v26n02_05.

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LEWIS, CYNTHIA, and BETTINA FABOS. "Instant messaging, literacies, and social identities." Reading Research Quarterly 40, no. 4 (2005): 470–501. http://dx.doi.org/10.1598/rrq.40.4.5.

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Hodgson, John. "Literacies: Social, cultural and historical perspectives." English in Education 46, no. 3 (2012): 261–65. http://dx.doi.org/10.1111/j.1754-8845.2012.01134.x.

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Kendall, Alex, and Thomas Hopkins. "Inside Out Literacies." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (2019): 82–99. http://dx.doi.org/10.4018/ijbide.2019010106.

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Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in

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Lindblom, Jessica, and Tom Ziemke. "Social Situatedness of Natural and Artificial Intelligence: Vygotsky and Beyond." Adaptive Behavior 11, no. 2 (2003): 79–96. http://dx.doi.org/10.1177/10597123030112002.

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Kenna, Joshua L. "Enveloped in new literacies." Journal of Social Studies Research 38, no. 1 (2014): 61–62. http://dx.doi.org/10.1016/j.jssr.2013.09.002.

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Dissertations / Theses on the topic "Social situatedness of literacies"

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Kelley, Linda. "The dynamics of literacy acquisition and learning: focusing on gifted learners in a language arts-art collaborative class." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117561280.

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Lindblom, Jessica. "Social Situatedness of Natural and Artificial Intelligence." Thesis, University of Skövde, Department of Computer Science, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-626.

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<p>The situated approach in cognitive science and artificial intelligence (AI) has argued since the mid-1980s that intelligent behaviour emerges as a result of a close coupling between agent and environment. Lately, many researchers have emphasized that in addition to the physical environment, the social environment must not be neglected. In this thesis we will focus on the nature of social situatedness, and the aim of this dissertation is to investigate its role and relevance for natural and artificial intelligence.</p><p>This thesis brings together work from separate areas, presenting differ

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Allen, Cassandra Marie. "Engendering Agency: Literacies, Social Action, and Wangari Maathai s Green Belt Movement." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2984.

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This thesis analyzes the life and work of Nobel Peace Laureate Wangari Maathai, one of the foremost African woman rhetors of our time. Wangari Maathai--founder of Kenya's Green Belt Movement (GBM), Member of Parliament, and activist for democracy, sustainable development, and human rights--has cultivated a multidimensional literacy that has allowed her to truly understand and address the problems that post-colonial Kenyans face. Her strong solution-oriented approach has allowed her to develop and refine operation of the GBM, which began simply planting trees, to produce a worldwide organizatio

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Johansson, Veronica. "A time and place for everything? : social visualisation tools and critical literacies." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3638.

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The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and

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Moss, Gemma. "Negotiated literacies : how children enact what counts as reading in different social settings." Thesis, Open University, 1996. http://oro.open.ac.uk/57642/.

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This thesis takes as the object of its enquiry children's talk about the range of different media texts which they circulate amongst themselves in informal settings. It uses this data to raise questions about how we can conceptualise literacy in a multimedia age; the role that talk about texts plays in establishing what it means to read and to be a reader; and the relationship between talk, text and context. The thesis contributes to the development of a social theory of literacy by linking differences observed in ways of talking about texts to different aspects of the social contexts in which

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Chen, Hsin-I. "Social Networking, Socialization, and Second Language Writers: The Development of New Identities and Literacies." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232494.

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The availability of Web 2.0 tools and multiple modalities through digital media is promoting a growing renaissance in linguistic diversity and cultural affiliations, providing a cosmopolitan and plurilingual and multicultural landscape for multilingual users. Full participation in these digitally-mediated activities involves not only print-based literacy but also new literacies that are emerging within Internet-mediated social and communicative contexts. In an effort to better understand how these communication technologies can be used to enhance second language acquisition (SLA), this study e

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Pacifici, Linda C. III. "Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30463.

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Educators often face a problem of the lack of ongoing contact between the school and students' homes (Delpit, 1995; Delgado-Gaitan, 1991; McCaleb, 1994). Literacy development at school is facilitated by teachers' knowledge of students' home-based discourses (Auerbach, 1989; McCaleb, 1994; Voss, 1996). This dissertation research responded to the question: What do educators need to understand and appreciate about their students' home or living context in order to create partnerships with parents and young students that will nurture literacy growth? This research is an ethnographic study. I

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Hung, Yueh-Nu. "What is writing and what is Chinese writing: A historical, linguistic, and social literacies perspective." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/280352.

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Many misconceptions and misunderstandings about what writing is pervade in the field of literacy research and practice, and often school children from almost every household bear the brunt of misguided literacy research and inappropriate literacy practice. This dissertation examined the nature of written language generally and the nature of Chinese writing specifically from historical, linguistic, and social literacies perspectives. The problems with the evolutionary concept of writing development are discussed in depth. Several possible explanations for this evolutionary account of writing ar

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Stephens, Yvonne R. "Embodied Literacies: The Rhetorical/Material Construction of the Senior Body." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1384893521.

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Stewart, Mary Amanda. "Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149668/.

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Studies indicate that Latina/o immigrant youth engage in a wide range of sophisticated literacy practices outside of school that are often transnational, crossing various linguistic, cultural, and social spaces. Technology has further afforded immigrant youth the opportunity to develop transnational capabilities which are rare in the mainstream population, yet needed in the 21st century of global connectedness. However, Latino immigrant youth drop out of school at disproportional rates, suggesting that their literacy practices are not recognized or valued by the educational system. Using a Ne

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Books on the topic "Social situatedness of literacies"

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Changing literacies. Open University Press, 1997.

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Richey, Amanda, and Linda Shuford Evans. Mothering and literacies. Demeter Press, 2013.

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Street, Brian V. Multiple literacies and multilingual society. National Association for Language Development in the Curriculum (NALDIC), 1999.

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Michele, Knobel, and ebrary Inc, eds. New literacies: Everyday practices and social learning. 3rd ed. Open University Press, 2011.

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Social linguistics and literacies: Ideology in discourses. 4th ed. Routledge, 2012.

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Social linguistics and literacies: Ideology in discourses. 3rd ed. Routledge, 2007.

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Knobel, Michele. Everyday literacies: Students, discourse, and social practice. P. Lang, 1999.

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Social linguistics and literacies: Ideology in discourses. 2nd ed. Taylor & Francis, 1996.

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Social linguistics and literacies: Ideology in discourses. Falmer Press, 1990.

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Digital literacies: Social learning and classroom practices. SAGE Publications, 2009.

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Book chapters on the topic "Social situatedness of literacies"

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Street, Brian V. "Social Literacies." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_15.

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Jones, Kathryn E. "11. Texts, mediation and social relations in a bureaucratised world." In Multilingual Literacies. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/swll.10.20jon.

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Kerkham, Lyn, Lyn Kerkham, and Barbara Comber. "Literacy, Place-Based Pedagogies, and Social Justice." In Rethinking Rural Literacies. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275493_11.

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Street, Brian. "The Future of ‘Social literacies’." In The Future of Literacy Studies. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245693_2.

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Blackledge, Adrian. "3. Power relations and the social construction of ‘literacy’ and ‘illiteracy’: the experience of Bangladeshi women in Birmingham." In Multilingual Literacies. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/swll.10.11bla.

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Souto-Manning, Mariana, and Haeny S. Yoon. "Multiple literacies and language competencies across young children's social contexts." In Rethinking early literacies. Routledge, 2018. http://dx.doi.org/10.4324/9781315650975-4.

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Jones, Susan. "Material Literacies: Writing Home." In Portraits of Everyday Literacy for Social Justice. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75945-6_7.

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Lynch, Jacqueline. "Navigating Gender and Social Influences on Early Literacy Development." In Literacies, Sexualities, and Gender. Routledge, 2018. http://dx.doi.org/10.4324/9780429458514-1.

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Gee, James Paul. "7. Learning in semiotic domains: A social and situated account." In Literacies, Global and Local. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.2.10gee.

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Innes, Melanie. "Dynamic Literacies and Democracy: A Framework for Historical Literacy." In The Palgrave Handbook of History and Social Studies Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37210-1_23.

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Conference papers on the topic "Social situatedness of literacies"

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Rheingold, Howard. "Explorations of Social Media Literacies in Teaching and Learning." In the 2011 annual conference. ACM Press, 2011. http://dx.doi.org/10.1145/1978942.2167175.

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Kurtz, Gila, and Yehuda Peled. "Digital Learning Literacies – A Validation Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3480.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper presents a validation research of seven Digital Learning Domains (DLDs) and sixty-five performance statements (PSs) as perceived by students with experience in learning via ICT. The preliminary findings suggest a statistical firmness of the inventory. The seven DLDs identified are Social Responsibility, Team-based Learning, Information Research and Retrieval, Information Management, Information Validation, Processing and Presentation of Information, and Digital Integri

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Powers, Audrey, and Marc Powers. "Reconsidering Literacy." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317184.

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Literacy, until recently, was defined as the ability to read printed text and to understand the nuances of both the form and content of that printed text. More recently there has been a focus on subsets of literacy – data literacy, numeracy, visual literacy, media literacy, etc. – that recognizes the means of communicating ideas and facts are not limited to the printed text and that there are multiple means which may be more powerful ways of communicating in our world. In recent years, higher education has been redefining what it means to be educated – from a focus on specific bodies of knowle

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