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Journal articles on the topic 'Social situatedness of literacies'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Kumpulainen, Kristiina, Anne Burke, and Burcu Yaman Ntelioglou. "Young Children, Maker Literacies and Social Change." Education Sciences 10, no. 10 (2020): 265. http://dx.doi.org/10.3390/educsci10100265.

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Although making—that is, playing, experimenting, expressing, connecting, and constructing with different tools and materials towards personal and collective ends—has characterised the everyday activities of many children and adults across cultures for ages, there seems to be no doubt that novel digital technologies and media are transforming and re-mixing more traditional maker activities, with new opportunities for communication, collaboration, learning, and civic engagement [...]

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12

Hill, Clifford, and James Paul Gee. "Social Linguistics and Literacies: Ideology in Discourses." Language 69, no. 2 (1993): 393. http://dx.doi.org/10.2307/416547.

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13

Bartlett, Lesley. "Bilingual literacies, social identification, and educational trajectories." Linguistics and Education 18, no. 3-4 (2007): 215–31. http://dx.doi.org/10.1016/j.linged.2007.07.005.

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14

Williamson, Ben. "Digital literacies: social learning and classroom practices." Learning, Media and Technology 35, no. 1 (2010): 87–89. http://dx.doi.org/10.1080/17439881003661723.

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15

Nichols, Sue. "Children as citizens: literacies for social participation." Early Years 27, no. 2 (2007): 119–30. http://dx.doi.org/10.1080/09575140701425217.

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16

Bock, Zannie, and David H. Gough. "Social literacies and students in tertiary settings." Australian Review of Applied Linguistics 25, no. 2 (2002): 49–58. http://dx.doi.org/10.1075/aral.25.2.05boc.

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Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.

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17

Gilbert, Rob. "Social linguistics and literacies: Ideology in discourses." Linguistics and Education 3, no. 3 (1991): 275–78. http://dx.doi.org/10.1016/0898-5898(91)90011-7.

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18

Guzmán, María Constanza. "Translation North and South: Composing the Translator’s Archive." TTR 26, no. 2 (2016): 171–91. http://dx.doi.org/10.7202/1037136ar.

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One of Daniel Simeoni’s major contributions to translation thinking is his investigation of the translator as an agent of cultural production. This approach to the translator, in Simeoni’s view, originates in a strong sense of social and geopolitical situatedness. Based on this perspective and drawing on Simeoni’s arguments and in particular on his call to develop translators’ “sociographies,” in this paper I posit the notion of the “translator’s archive” as an epistemological and methodological possibility to study the translator and for a geneology of translation praxis. I investigate the si

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19

Jun, FU. "Digital Literacy in Chinese Young People’s Engagement on Weibo." Beijing International Review of Education 2, no. 3 (2020): 420–34. http://dx.doi.org/10.1163/25902539-00203008.

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Abstract This study identifies the digital literacies generated from Chinese young people’s engagement with Weibo (one of the major Chinese social media platforms). These literacies, manifest as widely accepted community practices on Weibo, extend the prevalent understanding of digital literacy as a set of functional skills or competencies. This extended understanding of digital literacies underlines the importance of their social and cultural dimensions, showing how young people experience them as meaningful and relevant to their digital life. By drawing attention to the constitutive nature o

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20

Capstick, Tony. "Transnational Literacies as Social Remittances: The Role of Language Ideologies in Shaping Migrants’ Online Literacies." Applied Linguistics 41, no. 2 (2019): 301–19. http://dx.doi.org/10.1093/applin/amz009.

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Abstract It is now twenty years since the term ‘social remittances’ was taken up to capture the notion that migration involves the circulation of ideas, practices, identities, and social capital between destination and origin countries, in addition to the more tangible circulation of money. In a similar vein, a social theory of literacy sees practices not as observable units of behaviour but rather as social processes which connect people. To identify how literacy practices can be seen as social remittances, I identify how Usman, the key respondent in this study, goes about describing his firs

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21

Piazza, Carolyn L., and Carl M. Tomlinson. "Computer writing: Linking Literacies." Early Child Development and Care 24, no. 3-4 (1986): 169–79. http://dx.doi.org/10.1080/0300443860240303.

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22

Finlay, Jessica. "Intimately Old: From an Embodied to Emplaced Feminist Approach to Aging." Hypatia 36, no. 1 (2021): 80–100. http://dx.doi.org/10.1017/hyp.2020.51.

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AbstractAging transcends and intersects all structured social differences as a fluid complex of positionalities: a temporal situatedness in relation to gender, class, race, and sexuality. Age's operation as an organizing principle of power remains undertheorized in feminist philosophy. This article employs a geographical lens to spatialize feminist thought on old age to enrich understanding of factors underpinning expectations and practices of what particular bodies can and should do in particular spaces. Vignettes from twelve months of ethnographic fieldwork with six older individuals in a mi

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23

Lankshear, Colin, and Michele Knobel. "Researching New Literacies: Web 2.0 Practices and Insider Perspectives." E-Learning and Digital Media 4, no. 3 (2007): 224–40. http://dx.doi.org/10.2304/elea.2007.4.3.224.

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This article argues that ‘new literacies’ is a useful construct for recognizing and understanding the extent to which changes in the current conjuncture are extending social practices of using codes for making and exchanging meanings in directions that warrant serious rethinking of how and why we research literacies. It provides a conceptual definition of ‘literacies’, according to which literacies can best be described as new when they are constituted by ‘new technical stuff’ and ‘new ethos stuff’. On the basis of this account of new literacies the article advances a framework for envisaging

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24

Santillan-Rosas, Irais Monserrat, and Noé Abraham González-Nieto. "Future and digital literacies." Texto Livre: Linguagem e Tecnologia 13, no. 3 (2020): 334–56. http://dx.doi.org/10.35699/1983-3652.2020.25075.

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This paper builds toward the convergence of future and digital literacies as catalysts for transformative learning experiences. Based on a systematic analysis of qualitative data obtained from an entrepreneurship digital program with women from marginalized communities in Northeast Mexico (Monterrey), we examine the transformative potential of education. This is done with the use of a participatory action research paradigm and a decolonial perspective with the use of participant observation, semi-structured interviews and ethnographic tools. This study systematizes the experiences of a group o

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25

Holland, Dorothy, and Debra Skinner. "Literacies of Distinction: (Dis)Empowerment in Social Movements." Journal of Development Studies 44, no. 6 (2008): 849–62. http://dx.doi.org/10.1080/00220380802058180.

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26

Boyd, Ashley S., and Janine J. Darragh. "Critical literacies on the university campus." English Teaching: Practice & Critique 19, no. 1 (2019): 49–63. http://dx.doi.org/10.1108/etpc-05-2019-0066.

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Purpose The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies. Design/methodology/approach This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical le

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27

Greenhow, Christine, and Beth Robelia. "Old Communication, New Literacies: Social Network Sites as Social Learning Resources." Journal of Computer-Mediated Communication 14, no. 4 (2009): 1130–61. http://dx.doi.org/10.1111/j.1083-6101.2009.01484.x.

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28

Santana, Carlos. "WHY NOT ALL EVIDENCE IS SCIENTIFIC EVIDENCE." Episteme 15, no. 2 (2017): 209–27. http://dx.doi.org/10.1017/epi.2017.3.

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ABSTRACTData which constitute satisfactory evidence in other contexts are sometimes not treated as valid evidence in the context of scientific confirmation. I give a justificatory explanation of this fact, appealing to the incentives, biases, and social situatedness of scientists.

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29

Tátrai, Szilárd, and Júlia Ballagó. "On Socio-Cultural Situatedness in Style Attribution: A Study of Style in Hungarian." New Horizons in English Studies 4 (September 4, 2020): 3–23. http://dx.doi.org/10.17951/nh.2020.5.3-23.

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Building upon the theoretical foundations of social cognitive linguistics, this paper makes the case for considering the speaker’s socio-cultural situatedness in the intersubjective context of joint attention as a key factor in the process of style attribution. Specifically, socio-cultural situatedness is regarded as a crucial component of the speaker’s perspective, playing a decisive role in the construal of style. In order to support this central assumption, the paper presents a two-phase empirical study of style in Hungarian. In the first phase, the authors conducted a questionnaire study t

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30

Borghi, Anna M., Laura Barca, Ferdinand Binkofski, Cristiano Castelfranchi, Giovanni Pezzulo, and Luca Tummolini. "Words as social tools: Flexibility, situatedness, language and sociality in abstract concepts." Physics of Life Reviews 29 (July 2019): 178–84. http://dx.doi.org/10.1016/j.plrev.2019.06.004.

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31

Stawarska, Beata. "‘You’ and ‘I’, ‘Here’ and ‘Now’: Spatial and Social Situatedness in Deixis." International Journal of Philosophical Studies 16, no. 3 (2008): 399–418. http://dx.doi.org/10.1080/09672550802113359.

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32

McMahill, Cheiron. "Multilingual literacies in Japan." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (2005): 79–96. http://dx.doi.org/10.1075/japc.15.1.07mcm.

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Economic immigration to Japan has increased the number of language minority students in certain Japanese elementary schools to as many as one in four. Little is known, however, about how these children are influencing language and literacy practices in schools. This article looks at the classroom interaction in the International Community School (ICS), a small school run by a Non-Profit Organisation (NPO) in Gunma Prefecture in which the presence of English‑, Portuguese‑, and Japanese-speaking children has given rise to an experiment in trilingual education. A project to create world globes in

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33

Beucher, Becky. "Memes and Social Messages: Teaching a Critical Literacies Curriculum on DAPL." International Journal of Multicultural Education 22, no. 3 (2020): 24. http://dx.doi.org/10.18251/ijme.v22i3.2235.

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This article documents the design and implementation of a culturally responsive critical media literacies curriculum centered around media representations of the Dakota Access Pipeline (DAPL). Students (grades 6-8) were invited to discuss media imagery relating to DAPL and to create memes reflecting their understandings. To situate this work, we articulate a framework that blends critical media literacies and culturally responsive and sustaining pedagogy. We analyze students’ spoken and multimodal responses to a curriculum that purposefully foregrounded Native perspectives and digital media. U

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34

Wilson, Amy Alexandra. "A Social Semiotics Framework for Conceptualizing Content Area Literacies." Journal of Adolescent & Adult Literacy 54, no. 6 (2011): 435–44. http://dx.doi.org/10.1598/jaal.54.6.5.

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35

Cumming-Potvin, Wendy Marie, and John Currie. "Towards New Literacies and Social Justice for Engineering Education." International Journal of Engineering, Social Justice, and Peace 2, no. 1 (2013): 21–37. http://dx.doi.org/10.24908/ijesjp.v2i1.3516.

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This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justic

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36

Jackson Young, Sarah. "Literacies for Surveillance: Social Network Sites and Background Investigations." Media and Communication 3, no. 2 (2015): 88–97. http://dx.doi.org/10.17645/mac.v3i2.266.

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In September 2013, civilian contractor Aaron Alexis entered the Washington Navy Yard and murdered twelve people before being fatally shot by police. This incident, together with an incident three months earlier involving Edward Snowden, caused the U.S. government to critically examine their background investigation (BI) process; because both Snowden and Alexis had supposedly slipped through the cracks of their investigations, there must be some flaw in the BI procedure. The U.S. Committee on Oversight and Reform concluded that rules forbidding “background checkers from looking at the Internet

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37

Butorac, Donna. "Book review: James Paul Gee, Social Linguistics and Literacies." Discourse & Society 24, no. 3 (2013): 380–82. http://dx.doi.org/10.1177/0957926513476610.

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38

Guo, Libo. "A Review of “Literacies: social, cultural and historical perspectives”." Language and Education 27, no. 1 (2013): 90–93. http://dx.doi.org/10.1080/09500782.2012.687550.

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39

Walker, Trenia L. "The red pill: social studies, media texts, and literacies." Learning, Media and Technology 35, no. 1 (2010): 1–14. http://dx.doi.org/10.1080/17439880903574366.

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40

Darvin, Ron. "Social Class and The Unequal Digital Literacies of Youth." Language and Literacy 20, no. 3 (2018): 26–45. http://dx.doi.org/10.20360/langandlit29407.

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Recognizing the importance of technology to achieve agentive participation in the knowledge economy, this paper examines to what extent social class differences between youth shape their digital literacies. Drawing on a case study of adolescents of contrasting social positions, it discusses how the material and relational differences of home environments, manifested by spatial configurations, parental involvement and peer networks, can help develop diverse practices and dispositions towards technology. By demonstrating how the inequities of digital use can lead to the unequal accumulation of c

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41

Dadurka, David, and Stacey Pigg. "Mapping Complex Terrains: Bridging Social Media and Community Literacies." Community Literacy Journal 6, no. 1 (2012): 7–22. http://dx.doi.org/10.1353/clj.2012.0010.

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42

Ferguson, Margaret W., and Mihoko Suzuki. "Women's Literacies and Social Hierarchy in Early Modern England." Literature Compass 12, no. 11 (2015): 575–90. http://dx.doi.org/10.1111/lic3.12281.

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43

Herbert, Pat, and Clinton Robinson. "Another Language, Another Literacy?" Written Language and Literacy 2, no. 2 (1999): 247–66. http://dx.doi.org/10.1075/wll.2.2.03her.

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Recent concern about the nature of different literacies points to the need to examine the place of language in differentiating literacies, as a factor which shapes the nature of literacy acquisition and practices. This paper looks at evidence for the relationship between languages and literacies, their purposes, and social meanings, in the multilingual context of Northern Ghana. After describing the characteristics of this multilingualism, the paper reports observed literacy practices in the religious, economic, personal, and "meetings" domains, in an attempt to understand how multilingual usa

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44

Allen, Anna-Ruth. "Book Review: Changing Literacies." Mind, Culture, and Activity 8, no. 1 (2001): 111–14. http://dx.doi.org/10.1207/s15327884mca0801_10.

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45

Clarke, Kyra. "Pedagogical moments: affective sexual literacies in film." Sex Education 13, no. 3 (2013): 263–75. http://dx.doi.org/10.1080/14681811.2012.718992.

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46

Kurtz, Gila, and Yehuda Peled. "Digital Learning Literacies – A Validation Study." Issues in Informing Science and Information Technology 13 (2016): 145–58. http://dx.doi.org/10.28945/3479.

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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 Integrity. The 65 PSs will enable a teacher to identify the level of competency the learner has in each DLD, thus identifyi

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47

Kelly, Alison. "Primary ideas: Literacies, histories and practices." Early Child Development and Care 97, no. 1 (1994): 195–219. http://dx.doi.org/10.1080/0300443940970116.

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48

Anderson, Kate T. "A Review of “Digital literacies: social learning and classroom practices”." Language and Education 24, no. 6 (2010): 535–38. http://dx.doi.org/10.1080/09500780903509894.

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49

Dron, Jon, and Terry Anderson. "The Distant Crowd: Transactional Distance and New Social Media Literacies." International Journal of Learning and Media 4, no. 3-4 (2012): 65–72. http://dx.doi.org/10.1162/ijlm_a_00104.

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50

de los Ríos, Cati V. "Picturing Ethnic Studies: Photovoice and Youth Literacies of Social Action." Journal of Adolescent & Adult Literacy 61, no. 1 (2017): 15–24. http://dx.doi.org/10.1002/jaal.631.

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