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Open Access
Article
Publication date: 24 June 2022

Ulrik Jennische and Adrienne Sörbom

This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of…

Abstract

Purpose

This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of transnational governmentality–founded on the interests of “using the future” by “emancipating” the minds of humanity.

Design/methodology/approach

The paper draws on ethnographic material gathered over five years within the industry of futures consultancy, including UNESCO and its network of self-recognized futurists. The material consists of written sources, participant observation in on-site and digital events and workshops, and interviews.

Findings

Building on Foucault's (1991) concept of governmentality, which refers to the governing of governing and how subjects politically come into being, this paper critically examines the UNESCO Futures Literacy program by answering questions on ontology, deontology, technology and utopia. It shows how the underlying rationale of the Futures Literacy program departs from an ontological premise of anticipation as a fundamental capacity of biological life, constituting an ethical substance that can be worked on and self-controlled. This rationale speaks to the mandate of UNESCO, to foster peace in our minds, but also to the governing of governing at the individual level.

Originality/value

In the intersection between the growing literature on anticipation and research concerning governmentality the paper adds ethnographically based knowledge to the field of transnational governance. Earlier ethnographic studies of UNESCO have mostly focused upon its role for cultural heritage, or more broadly neoliberal forms of governing.

Details

Journal of Organizational Ethnography, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6749

Keywords

Article
Publication date: 15 July 2022

Carl Edlund Anderson and Rosa Dene David

This paper aims to present a theoretical model for restructuring Colombia’s educational initiatives in response to current socioeconomic needs. More equitable and…

Abstract

Purpose

This paper aims to present a theoretical model for restructuring Colombia’s educational initiatives in response to current socioeconomic needs. More equitable and decolonized education could help learners decouple their capacities to imagine the future from colonialized paradigms, thereby opening spaces for more active engagement in their own futures.

Design/methodology/approach

The authors take a critical, postmodern approach focused on empowering people to transcend constraints from a colonial past and recognizing that the purpose of knowledge, although reflecting power and social relationships, is to help people improve society. Notions of situated and futures literacies nourish an approach toward a decolonized and glocalized educational model.

Findings

The current Colombian educational system tends to favor a single focus – local, national or international – at the expense of the others. The authors argue that educational policy and planning should account for three realms of knowledge: locally situated literacies, nationally situated literacies and globally situated literacies.

Originality/value

Deconstructing obsolete and colonized methodologies could not only help prepare Colombian learners for active engagement both within and beyond their modern-day borders but could also help transform other educational systems originally designed to support societies and economies that no longer exist, including those of the Global North.

Details

foresight, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1463-6689

Keywords

Article
Publication date: 3 August 2020

Linda Evelina Larisa, Anastasia Njo and Serli Wijaya

The purpose of this study is to examine the effects of demographical factors (age, education and income); psychological factors which are future time perspective (FTP) and…

Abstract

Purpose

The purpose of this study is to examine the effects of demographical factors (age, education and income); psychological factors which are future time perspective (FTP) and financial risk tolerance (FRT); along with financial literacy on retirement planning among female workers in Indonesia.

Design/methodology/approach

This study applies a quantitative approach, where primary data was acquired through online surveys to 529 workers in various locations in Indonesia. After data cleaning, the final sample size was 304. The PLS-SEM technique was utilised to assess the structural model in the study.

Findings

The results of this study show that income affects an individual's perspective towards the future. Financial literacy is confirmed to have a direct effect on retirement planning activity. Furthermore, financial literacy appears to be a significant mediator between demographical factors and FTP in affecting retirement planning. An individual's acceptance towards risk is also affected by financial literacy.

Practical implications

The general public, especially female workers group who have no retirement funds, need to be educated on financial literacy. The government might need to encourage other parties and work together to financially educate the public, specifically regarding investments for retirement planning.

Originality/value

Most previous studies on retirement planning focused on demographical factors in general, and not specifically on a certain group. Filling the gap of existing studies, this study specifically discusses retirement planning done by female workers in Indonesia. Women's role as a workforce, with their psychological conditions and financial literacy, makes for an interesting topic to be studied further in terms of retirement planning.

Details

Review of Behavioral Finance, vol. 13 no. 5
Type: Research Article
ISSN: 1940-5979

Keywords

Article
Publication date: 25 October 2019

Alex C. Urban

The purpose of this paper is to provide an overview of the literature on digital games designed or adapted for information literacy instruction, as well as practical…

Abstract

Purpose

The purpose of this paper is to provide an overview of the literature on digital games designed or adapted for information literacy instruction, as well as practical design recommendations.

Design/methodology/approach

The paper presents an analysis of a compiled set of peer-reviewed articles on games in the provision of information literacy instruction published between 2013 and 2018, categorized by game mechanics utilized.

Findings

Application of the inclusion criteria led to 12 papers considered relevant. Synthesis of the papers suggests that although studies indicate positive outcomes for information literacy games, such games continue to rely on transcription of declarative tasks to digital environments.

Originality/value

While previous literature reviews provide summaries on information literacy digital games, this paper not only presents an up-to-date review but also provides step-by-step instructions and worked examples for aligning information literacy learning mechanics with game mechanics.

Details

Library Hi Tech, vol. 37 no. 4
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 29 October 2021

Jane Tilson and Susan Sandretto

The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view…

Abstract

Purpose

The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view themselves as policy actors, not mere policy subjects. In our role as teacher educators, we sought to support beginning teachers to find freedom within the constraints of official literacy policy to include multiliteracies.

Design/methodology/approach

Using de Certeau’s dialectic of strategies and tactics, the authors critically analysed the influence of the literacy course. The data included an assignment from the literacy course, an end-of-literacy course survey and a follow-up interview six months into their first teaching position with a group of five beginning primary school teachers.

Findings

The findings shed light on our apparent inability to support beginning teachers to see themselves as policy actors/subjects. The analysis reveals the beginning teachers’ tactical responses to our strategies intended to position them as policy actors. The analysis also illustrates how the tactics the authors deployed were viewed as strategies by the beginning teachers, ironically further solidifying the literacy policy they had sought to critique and destabilise and (re)positioning them as policy subjects.

Originality/value

de Certeau’s framework supported the illumination of the complex interplay of strategies and tactics deployed by ourselves and beginning teachers as the authors sought to support them to identify the freedoms within the constraints of official literacy policy. Any future attempt to develop beginning teachers as policy actors/subjects will benefit from the careful examination of the strategies and tactics at play in initial teacher education.

Details

English Teaching: Practice & Critique, vol. 21 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 8 October 2018

Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications…

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Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

Findings

The paper provides a brief description for all 590 sources.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 46 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 17 September 2018

Molly Buckley-Marudas

Purpose – To examine the results of requiring a book review podcast project within an Adolescent and Young Adult Literature (YAL) course in a teacher education program…

Abstract

Structured Abstract

Purpose – To examine the results of requiring a book review podcast project within an Adolescent and Young Adult Literature (YAL) course in a teacher education program. This inquiry pays special attention to the ways in which sound can be used to elicit and evoke listener emotion, and enrich and expand pre-service teachers’ (PSTs) technological repertoires as they move forward as teachers in this digital era.

Design – This inquiry into PSTs’ experiences creating and publishing a book review podcast as an explicit part of their teacher preparation program draws on critical literacy traditions and critical inquiry-based pedagogies. The research design included collection of book review podcasts, written reflections from PSTs after completing the podcasts, written peer feedback, and ethnographic field notes. The author uses qualitative methods including critical incident and descriptive review analyses to gain insight into how PSTs engaged an invitation to write, record, and publish a book review podcast. The work is grounded in a conceptual framework around socio-cultural constructions of literacy, new media ecologies, and arts-based literacies.

Findings – In order to create an engaging book review podcast, PSTs must be supported to think about the value and purpose of the sonic as part of the whole composition and provided challenging, sustained opportunities to experiment with different sonic elements as part of their composing processes. Although used in different ways, sound was a critical variable in podcast production. Sound played a vital role in engaging listeners by drawing on and manipulating elements such as pausing, voice inflection, intonation, and music that are not characteristic of the typical book reviews. Despite PSTs’ engagement with and interest in learning how to use and compose with these additional elements, many found this activity to be time consuming and difficult; having no previous exposure to this technology. The nature of this assignment and the novelty of the podcasting platform also shifted some of the typical discourse patterns in online discussion boards from that of academic dialogue, to a heightened sense of encouragement and commendation.

Practical Implications – This inquiry contributes to the literature on teacher education, especially literacy education and English education, and has implications for understanding the unique opportunities and challenges of entering the teaching profession in this digital era. For teacher educators willing to commit to supporting and extending PSTs’ digital literacies, including podcasts in particular, a number of recommendations on designing a similar project are included, with a focus on inquiry-based, student-centered pedagogies.

Details

Best Practices in Teaching Digital Literacies
Type: Book
ISBN: 978-1-78754-434-5

Keywords

Article
Publication date: 1 May 1992

Jerry Yaffe

Over the past 12 years scores of reports and articles have beenwritten about occupational, workforce, or workplace literacy (Workforce2000 – economic and labour force…

121

Abstract

Over the past 12 years scores of reports and articles have been written about occupational, workforce, or workplace literacy (Workforce 2000 – economic and labour force changes, and skills requirements, impacting on America). Research and published materials have failed to address the impact of these issues for the vast local public sector work‐force. Reports on exploratory research on issues of occupational literacy in a large metropolitan US county government workforce. All of the 32 county departments were surveyed regarding Workforce 2000 and occupational literacy in order to assess employee skills and workplace requirements, literacy issues, leadership awareness and policies and planning. Results show a well intentioned, but poorly prepared, (and preparing) county leadership and workforce, which may well impact on the quality of future service delivery. Makes recommendations for policy and programme changes, and for continuing research.

Details

International Journal of Public Sector Management, vol. 5 no. 5
Type: Research Article
ISSN: 0951-3558

Keywords

Article
Publication date: 1 January 1993

Karen Rupp‐Serrano

Literacy has been one of the most publicized societal problems of the past decade, and it is likely to continue as such for some time to come. Like many problems of modern…

Abstract

Literacy has been one of the most publicized societal problems of the past decade, and it is likely to continue as such for some time to come. Like many problems of modern society, it involves a variety of educational, social, and economic factors, and will therefore not be easily solved.

Details

Reference Services Review, vol. 21 no. 1
Type: Research Article
ISSN: 0090-7324

Book part
Publication date: 7 July 2017

Maureen Walsh

Changes in digital communication technologies have impacted on society so rapidly that educational researchers, policy makers and teachers are challenged by the…

Abstract

Changes in digital communication technologies have impacted on society so rapidly that educational researchers, policy makers and teachers are challenged by the application of these changes for curriculum design, pedagogy and assessment. The multimedia facilities of digital technologies, particularly mobile hand held devices and touch pads, encourage the processing of several modes simultaneously. Thus the traditional concept of literacy as reading and writing has changed as these rarely occur in isolation within digital communication. Many students are engaged in more sophisticated use of technologies outside school than they experience at school. Moreover, participation in gaming and social networking has created significant social and cultural change.

At the same time there have been many initiatives in classrooms to adapt to the learning potential of new technologies with schools introducing laptops, iPads, or students’ own devices. While issues such as pedagogy and equity offer challenges there are new and exciting ways forward for literacy education in an inclusive learning environment. This chapter will examine attempts to re-define literacy with theories such as ‘multiliteracies’, ‘multimodality’ and ‘new literacies’. These have developed to explain the changes in communication and to offer educators ways to balance the incorporation of new modes of communication with those skills of reading and writing that are seen as core for a literate person.

Details

Inclusive Principles and Practices in Literacy Education
Type: Book
ISBN: 978-1-78714-590-0

Keywords

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