Search results
1 – 10 of 275Alessandra Sossini and Mats Heide
This study problematizes the prevailing normative and managerial-dominated view of self-initiated employee ambassadorship on social media from a power perspective. The aim is to…
Abstract
Purpose
This study problematizes the prevailing normative and managerial-dominated view of self-initiated employee ambassadorship on social media from a power perspective. The aim is to provide a more nuanced and critical understanding of the negative aspects of this phenomenon.
Design/methodology/approach
The empirical material encompasses qualitative interviews with employees from 14 organizations and Foucault’s concept of disciplinary discursive power to analyze which and how discourses exert power over employee communication on social media and what role visibility plays in it.
Findings
This study indicates that employee ambassadors’ social media communication is governed by two discourses that create complex tensions, where ambassadors constantly must negotiate between self-branding requirements and an authenticity paradox. These tensions intensify through visibility on social media, where employees strategize and situationally silence their communication through self-monitoring and self-surveillance practices. Conclusively, the findings also outline the need for further critical research to offer a deeper understanding of power relations that influence the communication practices of organizational members.
Research limitations/implications
The paper contributes to a more nuanced understanding of self-initiated employee ambassadorship on social media and highlights disciplinary power relations that go beyond organizational borders.
Practical implications
The findings underscore that organizations need to address the critical aspects of self-initiated employee ambassadorship and act as facilitators to support employees in their navigation process.
Originality/value
This paper contributes a new critical power perspective on employee ambassadorship on social media.
Details
Keywords
Brendan Luyt and Karryl Sagun-Trajano
In this study, the authors look at the case of Ferdinand Marcos, President of the Philippines between 1965 and 1986. Documenting the life and career of Marcos on Wikipedia…
Abstract
Purpose
In this study, the authors look at the case of Ferdinand Marcos, President of the Philippines between 1965 and 1986. Documenting the life and career of Marcos on Wikipedia provides an excellent example of the pitfalls confronting those seeking to address disinformation without first reflecting deeply on the reasons why people subscribe to views deemed outlandish by the intellectual or cultural mainstream.
Design/methodology/approach
The authors sampled the version of the Marcos article on Wikipedia as it existed after the first edit of each year since its inception (2002). This resulted in 22 texts for analysis. Content and thematic analyses were conducted on these texts as well as on the entire body of talk page comments for the article.
Findings
The authors' work suggests that the basic elements of responsible encyclopedic writing have prevailed in the case of Wikipedia's biography of Marcos. However, this is not an unalloyed victory, as issues of polarization remain unaddressed.
Originality/value
Underlying revisionist or distorted claims about Ferdinand Marcos (and other controversial topics) lie very real grievances that give these claims traction for many people. Hence, it is not enough to “just present the facts” to readers. Rather, the authors argue that what is needed is a synthesis of positions that would allow for common ground to be found between them. This could be done in the case of Wikipedia by cultivating editors who are capable and willing to engage with the subject literature in a deeper and richer fashion.
Details
Keywords
The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly…
Abstract
Purpose
The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.
Design/methodology/approach
The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.
Findings
The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.
Practical implications
The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.
Originality/value
The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.
Details
Keywords
Sarah McManus, Donna Pendergast and Harry Kanasa
Food literacy is a multidimensional concept that prioritises the aspects individuals require to navigate the contemporary foodscape successfully. The study aims to map the…
Abstract
Purpose
Food literacy is a multidimensional concept that prioritises the aspects individuals require to navigate the contemporary foodscape successfully. The study aims to map the knowledge base and intellectual structure of the concept of food literacy to assess if the most cited definitions reflect these constructs.
Design/methodology/approach
The inclusion criteria of full-text, peer-reviewed articles or conference papers, in English, using “food literacy” within the title, abstract, keywords or linked to the research focus produced 538 articles from the Scopus database from its inception until January 31, 2023. Articles were analysed according to exponential growth, geolocations, authors, articles, research areas and keywords using VOSviewer, CiteSpace and Excel.
Findings
Food literacy research grew exponentially between 2012 and 2022 at a rate of 50% and spanned 62 research areas, with nutrition and dietetics being the most common. Vidgen and Gallegos were the most cited authors of the most cited article, and Australia was the most influential food literacy research geolocation. Research originating from developing countries within Asia, the Middle East, Africa and South America was underrepresented, and COVID-19 impacted research trends between 2020 and 2023.
Practical implications
It is recommended to link “food literacy” to appropriate publications to increase its visibility and that food literacy be redefined and conceptualised to better reflect its intellectual structure. To complete this task, further research guided by keyword clustering can enhance conceptual understanding.
Originality/value
This study provides new insight into the knowledge base and intellectual structure of food literacy and provides scope for future research to develop the concept further.
Details
Keywords
Camillia Matuk, Ralph Vacca, Anna Amato, Megan Silander, Kayla DesPortes, Peter J. Woods and Marian Tes
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However…
Abstract
Purpose
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.
Design/methodology/approach
The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.
Findings
Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).
Originality/value
This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.
Details
Keywords
Maria M. Raciti, Catherine Manathunga and Jing Qi
Social marketing and government policy are intertwined. Despite this, policy analysis by social marketers is rare. This paper aims to address the dearth of policy analysis in…
Abstract
Purpose
Social marketing and government policy are intertwined. Despite this, policy analysis by social marketers is rare. This paper aims to address the dearth of policy analysis in social marketing and introduce and model a methodology grounded in Indigenous knowledge and from an Indigenous standpoint. In Australia, a minuscule number of First Nations people complete doctoral degrees. The most recent, major policy review, the Australian Council of Learned Academies (ACOLA) Report, made a series of recommendations, with some drawn from countries that have successfully uplifted Indigenous doctoral candidates’ success. This paper “speaks back” to the ACOLA Report.
Design/methodology/approach
This paper subjects the ACOLA Report, implementation plans and evaluations to a detailed Indigenous Critical Discourse Analysis using Nakata’s Indigenous standpoint theory and Bacchi’s Foucauldian discourse analysis to trace why policy borrowing from other countries is challenging if other elements of the political, social and cultural landscape are fundamentally unsupportive of reforms.
Findings
This paper makes arguments about the effects produced by the way the “problem” of First Nations doctoral education has been represented in this suite of Australian policy documents and the ways in which changes could be made that would actually address the pressing need for First Nations doctoral success in Australia.
Originality/value
Conducting policy analysis benefits social marketers in many ways, helping to navigate policy complexities and advocate for meaningful policy reforms for a social cause. This paper aims to spark more social marketing policy analysis and introduces a methodology uncommon to social marketing.
Details
Keywords
This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms…
Abstract
Purpose
This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.
Design/methodology/approach
This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.
Findings
The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.
Research limitations/implications
The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.
Originality/value
This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.
Details
Keywords
Mirit Rachamim and Lily Orland-Barak
This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university…
Abstract
Purpose
This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.
Design/methodology/approach
Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.
Findings
Findings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.
Practical implications
The study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.
Originality/value
The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.
Details
Keywords
This paper contributes to this special issue on the ethics and aesthetics of adaptive reuse with a reflection on the specific case of the reuse of those sites and buildings that…
Abstract
Purpose
This paper contributes to this special issue on the ethics and aesthetics of adaptive reuse with a reflection on the specific case of the reuse of those sites and buildings that can be regarded as “difficult”, “uncomfortable”, or “neglected” heritage (MacDonald, 2009; Logan and Keir, 2009; Pendlebury et al., 2018; Lanz, 2021). By doing so it is the author's intention to add to the most recent research-driven and theory-oriented strand of the contemporary architectural debate on adaptive reuse (Lanz and Pendlebury, 2022). They also intend to encourage increased research engagement within such a debate, both across disciplines and with methods and approaches that may be able to bring in greater critical consideration of the more-than-architectural aspects involved in adaptive reuse practices.
Design/methodology/approach
Building equally on a comprehensive literature review on the subject and extensive field work, the paper works through one paradigmatic example – the San Girolamo mental asylum in Volterra, Italy – and combines on-site observation, field notes, qualitative interviews and archival research with theory-driven reflections to discuss the ramifications of adaptive reuse processes in place-based memory and heritage practices.
Findings
The case of the former mental asylum San Girolamo in Volterra, today abandoned and decaying on the landscape, is discussed via the metaphor of the building as palimpsest to explore the significance of this built heritage in both its materiality and meanings. The San Girolamo asylum demonstrates the value, complexity and potential of this heritage site, and other alike, to act as a powerful place which connects the past and present that might serve as a platform to promote productive discourses about contemporary sensible topics, ethics of care and human rights. Drawing on these observations, the paper concludes by expanding on how the case of the San Girolamo former asylum both showcases and advocates the need for developing more creative, explorative, trans-disciplinary and collaborative approaches and methodologies to the study and implementation of adaptive reuse projects for these site “beyond intervention”.
Originality/value
This paper draws on and contributes to the more recent research-driven and theory-oriented corpus of studies focussing on adaptive reuse.
Details