Suchergebnisse

Information Literacy, Statistical Literacy, Data Literacy

This paper contends that political literacy and information literacy are compatible concepts that are inextricably linked and should therefore be taught and stressed simultaneously to students in the classroom. Improving the information literacy and political literacy skills of students will allow them to not only perform better academically, but also empower them to become better citizens who form opinions and make decisions based on appropriate and quality information.

We define quantitative map literacy (QML), a cross between map literacy and quantitative literacy (QL), as the concepts and skills required to accurately read, use, interpret, and understand the quantitative information embedded in a geospatial representation of data on a geographic background. Long used as tools in technical geographic fields, maps are now a common vehicle for communicating quantitative information to the public. As such, QML has potential to stand alongside health numeracy and financial literacy as an identifiable subdomain of transdisciplinary QL. What concepts and skills are crucial for QML? The obvious answer is, "It depends on the type of map." Therefore, our first task, and the subject of this paper, is to develop a framework to think and talk about the panoply of maps in a way that permits us to consider the range and distribution of QML content. We use an equilateral triangular plot to conceptualize maps in terms of locational information (L), thematic information (T), and generalization-distortion (G-D), and parameterize the plot with an L/T ratio (horizontal; reflecting the historical practice of cartographers to distinguish locational-reference maps from thematic maps) and G-D levels increasing from base to apex. We show positions for a wide variety of maps (e.g., topographic maps, weather maps, engineering-survey plots, subway maps, maps of air routes, a cartoon map of Orlando for tourists, driving-time maps, county-wide population maps, county-wide multivariable population and income maps, world political map, land use maps, and cartograms). The analysis of how these maps vary across the triangle allows us to proceed with an examination of how QML varies across the panoply of maps.

We define quantitative map literacy (QML), a cross between map literacy and quantitative literacy (QL), as the concepts and skills required to accurately read, use, interpret, and understand the quantitative information embedded in a geospatial representation of data on a geographic background. Long used as tools in technical geographic fields, maps are now a common vehicle for communicating quantitative information to the public. As such, QML has potential to stand alongside health numeracy and financial literacy as an identifiable subdomain of transdisciplinary QL. What concepts and skills are crucial for QML? The obvious answer is, "It depends on the type of map." Therefore, our first task, and the subject of this paper, is to develop a framework to think and talk about the panoply of maps in a way that permits us to consider the range and distribution of QML content. We use an equilateral triangular plot to conceptualize maps in terms of locational information (L), thematic information (T), and generalization-distortion (G-D), and parameterize the plot with an L/T ratio (horizontal; reflecting the historical practice of cartographers to distinguish locational-reference maps from thematic maps) and G-D levels increasing from base to apex. We show positions for a wide variety of maps (e.g., topographic maps, weather maps, engineering-survey plots, subway maps, maps of air routes, a cartoon map of Orlando for tourists, driving-time maps, county-wide population maps, county-wide multivariable population and income maps, world political map, land use maps, and cartograms). The analysis of how these maps vary across the triangle allows us to proceed with an examination of how QML varies across the panoply of maps.

AbstractIn this non-empirical study I examine the significance of implementing a critical literacy curriculum into East Asia literacy classrooms, focusing on the Korean and the Vietnamese context. Although critical literacy is not a new issue in most countries, no study has been published about critical literacy in East Asia countries. The fundamental goal of this study is to provide a more democratic vision for literacy teaching and learning to teachers, educators and policymakers, especially in East Asia countries. This study will be beneficial not only for teachers in East Asia, but also for Western countries that still need more knowledge to develop appropriate usage of critical literacy throughout the world.

Although research has shown that nowadays we are less likely to have a lifelong love partner, the media industry has increasingly incorporated 'love' as a guarantor of success for media products of all kinds. My argument is that, in order to sell more, the media industry has constructed a false notion of love. Worse than that, we the audiences have adopted this notion; since this is a false construct, many people have come up with unrealistic expectations of their love life. The results can be seen in the ever-increasing rate of divorce. I argue that we need something that I would call "love literacy" to appropriately respond to one evolutionary intention that exists in all of us.

Der Beitrag diskutiert die Data-Literacy-Charta des Stifterverbandes aus einer medienwissenschaftlichen Perspektive. Er formuliert eine Sichtweise, in der Daten nicht nur individuellen, sondern auch kollektiven Verantwortlichkeiten unterliegen. Daten lassen sich als ein gemeinschaftliches, sozial zu verhandelndes Gut lesen. In ihnen sind historische und sozio-politische Umstände eingeschrieben. Die Frage lautet: Was bedeutet esin, als und durch Daten zu sein? Der Beitrag wurde im Open-Media-Studies-Blog der Zeitschrift für Medienwissenschaft erstveröffentlicht: https://zfmedienwissenschaft.de/online/open-media-studies-blog

Intro -- Contents -- Contributors -- Introduction -- References -- World Englishes in Academic Writing: Exploring Markers' Responses -- 1 Introduction -- 2 Standardisation of Language -- 3 Language and Identity -- 4 Assessing Language Proficiency -- 5 Method -- 6 Findings -- 6.1 Examples of WEs in Students' Scripts -- 6.2 Lecturers' Feedback on the Writing Which Contained Examples of WEs -- 6.3 Other Observations About Marker Feedback Generally -- 7 Discussion -- 8 Conclusion -- References -- Developing Academic Writing Literacy While Responding to Tutor Written Feedback -- 1 Introduction -- 2 Methodology -- 3 Findings -- 3.1 Melis -- 3.2 Pınar -- 4 Discussion -- 5 Conclusion -- References -- Becoming a Member of a Community of Practice: Postgraduate Researcher Literacy Development in a UK University -- 1 Introduction -- 2 Communities of Practice -- 3 The Project -- 4 Project Findings -- 4.1 Epistemology -- 4.2 Voice -- 4.3 Genre -- 4.4 Language Use -- 5 Concluding Comments -- References -- Developing Contextual Literacy English for Academic Purposes Through Content and Language Integrated Learning -- 1 Introduction -- 2 Literature Review -- 2.1 Conceptual Framework for Contextual Literacy -- 2.2 The Role of CLIL in Developing Contextual Literacy -- 2.3 EMI and CLIL in Japanese Higher Education -- 3 Methods -- 3.1 The Setting and Participants -- 3.2 The Materials and Assessment -- 3.3 Data Collection -- 3.4 Method of Analysis -- 4 Findings -- 4.1 Semi-structured Observations -- 4.2 Structured Observations -- 4.3 Students' Written Texts -- 5 Conclusion -- References -- Learning by Design: Crafting the Knowledge Processes to Enable Pre-service Secondary Teachers to Design Authentic Learning -- 1 Introduction -- 2 Historical Background: The New London Group -- 3 Multiliteracies and Multimodality Defined -- 4 A New Millennium: The Equity Era or Not?.

Across Europe and beyond, the promotion of media literacy, for children and adults, has acquired an important public urgency. Traditional literacy is seen to be no longer sufficient for participation in today's society. Citizens need to be media literate, it is claimed, to enable them to cope more effectively with the flood of information in today's highly mediated societies. As teachers, politicians and policy makers everywhere struggle with this rapid shift in media culture, greater responsibility is placed on citizens for their own welfare in the new media environment. Media literacy is therefore all the more essential in enabling citizens to make sense of the opportunities available to them and to be alerted to the risks involved.

Academic Literacy is an essential tool to support the achievement of academic goals which in turn will lead to the accomplishment of personal and career goals. This revised edition of Academic Literacy covers all the necessary academic skills and competencies for constructive and successful study. Not only is the focus on reading, writing, listening and verbal communication, but also on developing your thinking skills, possibly the core skill needed at this level of study. Other skills that the learner will be exposed to are: understanding and engaging in academic study; developing vocabulary; reading for study purposes; argument; paraphrasing and summarising; writing paragraphs; assignment writing, and examination skills._x000D__x000D_.

For well over a century scholars with a variety of concerns have inquired into the level of literacy in pre-Petrine Russia with mixed success at best. The problem is well known: The array of sources upon which historians of other cultures typically rely to estimate levels of literacy–parish records, wills, service records, and tax lists–either do not exist for pre–Petrine Russia or do not provide the volume of data necessary for computing literacy in a statistically meaningful way.