数字素养全球框架研究及其启示

数字素养是数字时代的必备技能。为帮助世界各国加强数字素养教育质量监测,有效利用研究成果改进学习并缩减数字鸿沟,联合国教科文组织研制了数字素养全球框架。系统分析数字素养全球框架的研制动因、研制过程、内容及特点并总结相关启示,可以为我国数字素养研究与实践提供参考。面对数字化的持续影响,我国的数字素养研究应因地制宜,开发本土化数字素养框架,采用理论与实证并重的研究范式,推动企业深度参与数字素养研究,采取面向未来能力需求的数字素养提升策略。     

导致信息茧房的多重因素及“破茧”路径

信息茧房问题虽然因个性化推荐算法等技术的发展而日益成为研究热点,但它所指向的人们的选择性心理带来的信息视野狭窄以及观点、立场固化等,并非新的现象。从新媒体传播来看,人们的视野与其获取信息的路径以及相关的信息过滤机制相关,社交网络、平台、算法等都有可能在一定程度上会固化人们的信息获取路径、强化人们的选择性心理,信息茧房的形成,是多种因素的共同作用。要破解信息茧房,同样需要依靠算法与平台的优化、信息供给侧的改进以及个体媒介素养提升等多方面的路径。     

油气储量管理和效益评价方法研究--以吉林油田为例

在油气早期勘探评价阶段，对油气储量勘探管理和开发可行性评价是中国石油工业企业一项比较困难的实际工作。该文在充分利用我国石油工业企业勘探、开发以及财务部门提供数据资料的基础上。依据油气投入产出平衡的基本原理，提出了“效益储量”的概念，同时把单井在一定时期和原油价格条件下的最低经济极限产量、油气生产能力和最低油气储量规模作为油气“效益储量”的经济判别指标，并以实例方式对中国石油的吉林油田(部分)探区在18美元/标准桶原油价格条件下的石油“效益储量”评价指标进行了测算和分析。在此基础上以“散点图”进行数据回归分析，得到了吉林油田部分油田区块的储层深度与油藏产量下限、油藏面积与储量规模下限的数量关系模型，并通过此模型对吉林油田不同储层、不同面积条件下的效益储量判别和分析标准进行了计算和分析。     

State literacies and inequality: Managing Haitian immigrants in the Dominican Republic

For decades, Haitians have immigrated to the Dominican Republic in search of a better life, yet such hopes have been elusive for many. Since the 1980s, in the midst of shifting economic and political conditions, changing interpretations of the Constitution have increasingly denied Dominican citizenship to children born to Haitians in the Dominican Republic. Drawing on qualitative interviews with people of Haitian descent, the article demonstrates how citizenship claims are textually mediated, and it examines how agents of the Dominican state exert authority over Haitian- and Dominican-born people of Haitian descent through literacy events and literacy practices. Specifically, we consider not only how the withholding of documents shaped immigrants’ lives but also how state agents selectively and arbitrarily interpreted documents, such as passports, visas, birth certificates, and national identity cards, based upon various factors, including witnesses to the social interaction, whether bribes were forthcoming, and the state agent's determination of the social and economic value of the document bearer. While dominant development discourses routinely suggest that literacy skills provide a protective factor and potentially redress inequality, we demonstrate that literacy events are yet another social interaction in which authorities with power easily impose their interpretations on vulnerable populations.     

Inequalities and crossings: Literacy and the spaces-in-between

Debates on literacy inequalities have been powerfully advanced through Jan Blommaert's work, which demonstrates the ways in which discourse forms can lose function as they are moved into different environments. Looking through a south-north lens, Blommaert maps this feature of loss of function against world wide inequalities conceptualised through the centre-periphery models outlined in world systems theory. This paper presents work that I have done over a number of years on the concept of recontextualisation, examining at a micro-level (rather than a transnational level) examples of everyday print and digital texts which people produce and interpret as part of processes in workplaces and development projects in New Zealand and South Africa. The research then explores what happens to the fit between form and function when these particular texts are projected across contexts in the sequences of events necessary to ‘make things happen’. I explore the implications of this shift in terms of the unit of analysis, questioning how the concepts of literacy events and practices, so central to the New Literacy Studies (NLS), can account for such shifting. I identify the resources that actors have access to and draw on in each event in these sequences, and in their ability to project beyond the local, looking more closely at the materiality of literacy. As people and/or their texts are recontextualised as part of such meaning-making trajectories, time and space become important dimensions of analysis: I explore the levels at which time and space can be analysed in these crossings, treating these levels as forms of scaling. The multi-sited, micro-ethnographic work involved in tracing these trajectories shows that function can be lost, but it can also be sustained and/or gained. The paper suggests that a shift is needed from the focus (evident in much research and teaching in language and literacy studies) on the production and interpretation of meanings within contexts towards a focus on the projection of meanings across contexts. This shift of focus can contribute to new understandings of the placedness of resources for meaning making, the notion of capabilities and the understanding of literacy inequalities.     

Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories

Preservice teachers’ autobiographical stories can serve as a personal, powerful, and poignant curriculum for teacher education. This research examines what and how preservice teachers learned through sharing their own and witnessing others’ autobiographical narratives in a literacy methods course. The teacher educator’s key role is examined in facilitating a public context of vulnerability in which preservice teachers shared painful stories revealing their sociocultural inequalities and personal struggles as literacy learners. Roles of the teacher educator are discussed in the transformation of autobiographies into deep understandings, universal connections and substantive strategies for preservice teachers to teach literacy effectively with diverse students.     

Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.     

Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale

Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population. Confirmatory factor analysis (CFA) was used to test the structure of the instrument as well as whether it is invariant across English and Spanish language versions. The scale was administered to 232 parents of preschoolers. Results of the CFA revealed that the a priori dimensions of the Familia Inventory were not supported for this sample. Follow-up analyses suggested poor fit both within and between subscales. The scale fit poorly within both English and Spanish, precluding testing of invariance across language. Supplemental analyses using exploratory factor analysis (EFA) on a subset of the items that had adequate variance suggested that a four-factor solution accounting for 53% of the variance best represented the English data and that a two-factor solution accounting for 43% of the variance best represented the Spanish data. Implications are discussed.     

The impact of preprimary school on primary school achievement in Bangladesh

Evidence was collected regarding changes over 3 years in the quality of a preprimary program in rural Bangladesh and differences in school achievement of children who did and did not attend. The quality of 30 preprimary schools was evaluated using the ECERS-R (Early Childhood Environment Rating Scale - Revised) and ECERS-E (- Extension). Results indicated that the quality improved overall from 3.50 in 2006 to 5.24 in 2008. Samples of 180 graduates of these schools were annually followed into first and second grades and tested for five competencies: speaking, writing, reading, oral mathematics and written mathematics. Their achievement scores were compared with students in their classrooms and students in neighboring schools who did not have the opportunity to attend preprimary schools. First graders in 2008 performed significantly better than comparisons in all competencies, and better than earlier graduates. Second graders performed significantly better than comparisons on all but Reading. Qualities of the math preprimary program correlated with math achievement in Grade 1 only. Consequently the quality of the preprimary program improved over time along with higher achievement for its graduates. The findings support efforts to expand high-quality programs in developing countries to help children succeed in the early primary grades.     

What Is Physical Literacy,Really?

Physical literacy has become an increasingly influential concept in the past few decades, and is being woven into education, sport, and recreation policy and practice, particularly in Canada. The term is based on a metaphor that likens movement fluency to language literacy. Use of a metaphoric rather than a theoretical foundation has enabled various interpretations and re-definitions of the term. This article aims at an understanding of physical literacy that encompasses and reunifies the interpretations, helping physical literacy to be theoretically understood, practically researched, and instrumentally employed. The division of the holistic physical literacy concept into various interpretations is traced and the metaphoric basis of physical literacy is discussed. Through this analysis the unifying theme of communication is identified, and based on this a new definition of physical literacy is advanced and a model of physical literacy development is proposed. A series of questions that invite a multi-disciplinary approach to physical literacy research is presented.