迈向批判性媒介素养:核心理念、争鸣、组织与政策

美国媒介素养教育并不发达,尤其是批判性媒介素养教育。批判性媒介素养有五个核心概念:非透明性原则、编码与规约、受众解码、内容与讯息、动机。目前,美国已有部分州在其教育标准中列入了媒介素养教育,教师培训却未能跟上,在媒介文化无处不在的情况下,美国需要实现批判性媒介素养的培养,以让学生认识媒介、利用媒介并超越媒介,使个体在社会中更好地发展。     

Inclusion of students who are deaf or hard of hearing in government schools in new South wales, australia: development and implementation of a policy

The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.     

Exploring reading in social semiotics: theory and methods

ABSTRACT

The aim of this paper is to critically review how social semiotics has contributed to the study of reading and to develop an agenda for further research. We consider the theoretical and methodological resources that social semiotics has developed to account for multimodal text in the contemporary semiotic landscape, and explore how they can be used to teach critical reading skills to young people to support their participation in different social domains. We reflect on the possibilities and limitations of different analytical frameworks, highlighting barriers and possibilities for advancing social semiotic scholarship on reading and beyond. We end with a sketch of a new research agenda for social semiotics, in the light of technological change and its implications for reading.     

A Somatic Epistemology for Education

This paper continues the dialogue between David Elkind (2004) and Jamin Carson (2005) on constructivism. The opinions of both writers on this educational theory have been published in recent issues of The Educational Forum.