Globalisation and science education: the case of Sustainability by the Bay

It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561–580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation’s pedagogies of choice.     

Promoting literacy in a digital age: approaches to training for information literacy

Information literacy, and other similar ‘literacies’, such as digital literacy, mediacy, and informacy, are concepts relating to knowledge, skills, and attitudes, at various levels, in dealing with information in varied formats and diverse situations. The breadth of scope of these concepts implies that training must be equally broad, varied, and context-sensitive. This is exemplified by two case studies of information and digital literacy training. The first is a training programme in information literacy for the scientific staff of a multinational pharmaceutical research organization. The second is a summer school dealing with digital literacy, primarily for information professionals from countries of Central and Eastern Europe, and the former Soviet Union.     

Reporting NAEP Results Using Standards

What is the difference between NAEP anchor levels and achievement levels? How are the processes different for creating these levels? What points of controversy surround use of these levels for reporting achievement? Will having standards for NAEP promote improvement of public education?     

What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy

This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed.     

The Wiley handbook of adult literacy

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