Supporting students’ assignment writing: what lecturers do in a Master of Education programme

Teachers’ instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an English-medium university in Hong Kong did to support students’ assignment writing. We integrate perspectives provided by the relevant higher education literature, the academic literacies approach and North American rhetorical genre studies to shed light on the findings derived from our analyses of interview and documentary data. We showed that our lecturer participants both engaged in direct instruction on assignment writing and provided indirect support. Our study contributed to the existing literature and raised questions for future research.     

文化记忆与社会认同：体育发展的文学争鸣*

研究采用文献资料法、文本分析法、比较研究法等,以20世纪80年代“世界体育强国”战略提出为背景,叙述社会公众与政府双重主体互照下对“强国梦”的希望与争论,以体育文学作品为载体分析体育强国战略发展的历史脉络与社会评价。研究发现,“世界体育强国”的目标在全社会引发激烈讨论,文学界掀起第一轮体育文学创作热潮,指涉中国体育发展的成就与贡献,困境与矛盾,以《中国体育界》和《强国梦》最具代表性。围绕体育强国发展目标与策略,两部作品集中反映社会在体育强国的内涵理解、发展理念、实现路径、记忆建构、社会影响等方面的观点争鸣。两部作品存在相辅相成的同质性和相反相成的异质性,共同记录上世纪80年代中国体育发展的全貌,同时为新时代体育强国建设提供形象的探索思路。     

Changing academic identities in changing academic workplaces: learning from academics’ everyday professional writing practices

In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university.     

Book Review

This paper is a critical review of some recent literature around the ‘literacies of the digital’ in schools and higher education. It discusses the question: ‘what does the conjoining of the terms “digital” and “literacy” add to our understanding of teaching and learning in higher education’? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.     

Pirates and poachers: Fan fiction and the conventions of reading and writing

This article explores what teachers and students can learn about contemporary story‐telling from a study of fan fiction – that is, stories created by readers and viewers out of the canonical material of previously published fictions. Drawing on the example of Pirates of the Caribbean, it investigates ways in which fan fiction writers develop codes and conventions to govern themselves. For example, online litmus tests establish when a writer is self‐indulgently writing ‘Mary Sue’ characters into a story; the self‐styled Protectors of the Plot Continuum patrol the fictional limits of an imagined world to make sure that canonical information is not violated by fan fiction writers. This article makes use of such examples to investigate how quality control in fan fiction is codified, and to explore what teachers can learn from such enterprises about contemporary writing, reading and viewing. It compares these possibilities with issues of online literacy outlined by Henry Jenkins under three headings: the participation gap, the transparency problem, and the ethics challenge.     

Restorying as political action: authoring resistance through youth media arts

ABSTRACT

This article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression.     

建设知识产权强国面临问题分析和战略任务与政策措施研究

文章分析了知识产权强国的内涵特征,研究了我国知识产权强国建设需要解决的问题,包括产业关键核心知识产权少、有效知识产权转化率低、知识产权保护弱、知识产权体制机制改革落后。最后提出了建设知识产权强国的政策建议:(1)深化体制机制改革,提升知识产权治理能力;(2)强化知识产权战略布局,提升知识产权创造能力;(3)构建知识产权运营体系,提升知识产权运用能力;(4)培育知识产权密集产业,发展知识产权经济;(5)打造知识产权强势企业,培育企业主体地位;(6)严格知识产权保护,营造创新驱动发展良好环境;(7)完善知识产权基础设施体系,提升知识产权基础能力;(8)构建知识产权人才体系,造就宏大知识产权人才队伍;(9)打造新型知识产权网络,增强知识产权国际化能力。     

Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys,GPS, and social media

ABSTRACT

Despite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies.     

论抗日战争时期山西地方实力派的政治策略

抗日战争时期，以阎锡山为首的山西地方实力派，从维护自身在山西利益的前提出发，对日本帝国主义、共产党和蒋介石集团采取了不同的政治策略，充分体现了其政治策略的反复性和复杂性。这种策略有其深刻的原因，同时对抗战局势及其自身的发展影响颇为深远。