The possibilities and constraints of multimedia as a basis for critical reflection

The use of video evidence as a vehicle for promoting discussion and critical reflection is well established in educational literature in the field of professional development and is gradually becoming more accepted as a research method. There is general agreement also that in relation to image‐based research the combination of video evidence of practice and professional dialogue promote critical reflection and can be instrumental in bringing about changes to that practice. Our aim in this paper is firstly to explore briefly our use of video images as a catalyst for promoting rich dialogue that supports multiple perspectives, meanings and interpretations of classroom events. We describe from a very practical perspective the trials and tribulations of developing a methodology for collecting and analyzing video recordings of classroom practice. Secondly, we describe our attempts to capture and narrate the experience as a multimodal account (Kress & Leeuwen, 2001 Kress G Leeuwen T 2001 Multimodal discourse: the modes of contemporary communication (London, Arnold)  [Google Scholar]) for dissemination purposes. The experience of coming to understand and work with the possibilities and constraints offered by the integration of media such as graphic/video image, text, music and becoming familiar with the language of ‘roll‐overs’, ‘one‐stop‐shops’, ‘rendering’ was for us a very steep learning curve which proved both exciting and challenging.     

Places,spaces and local customs: honouring the private worlds of out‐of‐school text creation

This paper examines the nature of the out‐of‐school writing practices of three primary‐aged children aged 9–10. In particular, it explores the writing these children chose to undertake at home including ‘for school’ writing, completed at home. The study's findings reveal the ways in which these three, developing young writers engage and interact with writing and how this differs to writing for school, completed at home. To better understand the implications of national surveys that reveal a causal relationship between writing for enjoyment and positive writing attainment this research sought to expose the range and versatility of the children's home and volitional writing practices. The children in this case study were not selected because they were writers but merely that they engaged with writing away from school. The study employs an ecological paradigm (Bronfenbrenner, 1979 ) to explore the participation and interaction of the children with their writing practices within the complex environment of home. The paper makes the case for teachers to be more curious about the private worlds of out‐of‐school text creation to better appreciate the provenance of home writing events and artefacts.     

The developmental progression of comprehension‐related skills in children learning EAL

Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.     

Enterprise Education and Part‐time Students

It was found through a student survey using questionnaires and group interviews at the University of Northumbria that an increased emphasis on skills development and active teaching and learning methods introduced through the Enterprise in Higher Education Initiative was more problematic for part‐time than for full‐time students. This seemed paradoxical since part‐time students have greater life experience to draw on and strong links with the world of work. This article aims to stimulate thinking about the particular needs of part‐time students. If enterprise education is to be successful for them, attention needs to be paid to their motivations for studying and their views of learning. Explicit recognition of their existing levels of knowledge and skills is helpful. Course activities which encourage students to link their working situation and their academic learning are of vital importance.     

OUTCOMES OF ELDERHOSTEL PARTICIPATION

A qualitative phenomenological study was conducted to determine in what ways and to what extent elderly women perceived a change in their knowledge, attitudes, or behaviors as result of participation in an Elderhostel program. In‐depth interviews were conducted with 12 participants of five Elderhostel programs in a western state. Glaser and Strauss's (1967) method for developing grounded theory was used to analyze the interview information. Interviews produced six general‐outcome themes and 11 subthemes. General‐outcome themes were appreciations, Elderhostel support, social contact, travel, learning, and follow‐up activities. The 11 subthemes were cultural appreciation, other appreciation, self‐appreciation, historical appreciation, Elderhostel loyalty, recruitment of others, social contact, travel, content learning, general learning, and follow‐up activities. The particular educational needs of the elderly described by McCluskey (1971)—coping, influence, expressive, and contributive needs—were met for these women through their Elderhostel participation. Some higher education goals (e.g., cognitive learning, direct satisfaction and enjoyment of higher education, and advancement of knowledge in social welfare) were also met by this program.     

Rivers of reading: Using critical incident collages to learn about adolescent readers and their readership

This article arises from a study of 12–13 year-old habitual and committed readers. The research foregrounds the sociocultural and spatial dimensions of their reading, exploring how encounters with other readers and different reading practices contribute to their readership. Many reading researchers favour survey-style methodology, whilst acknowledging the need to explore young people’s reading in greater depth. The design of this research therefore involves different research methods. The article focuses on one of these methods which requires readers to create critical incident collages of their reading histories. I argue that it generates valuable data for both researchers and teachers and encourages a more intricate view of the complexity of reading.