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New literacies in participatory cultures: The assumption of trust
Abstract
New literacies research and theory touts the advantages of participatory cultures where youth collaborate, connect, and share knowledge. However, these practices assume a certain level of trust. With a lens that combines sociological theories of trust and a new literacies theory of participatory culture, this paper draws on two studies of youth literacies practices. The participants represent urban and suburban as well as online and offline contexts. Findings bring to bear the centrality of trust to decisions and choices when participating in these communities, pushing research to consider trust and mistrust more thoroughly when theorizing benefits of participatory cultures.
... Tools available in the online space, such as media apps, forums and social network sites are now used alongside traditional meaning making practices, such as the use of pen and paper (Warschauer and Matuchniak, 2010). Researchers report that adolescents are confidently engaging in a participatory culture which allows them to be not only consumers but also producers of media content (Greenhow and Lewin, 2016;Jenkins, 2012;Marsh and Hoff, 2019). By writing blogs, engaging in fan fiction communities, playing massive online games or by creating remix videos (Hobbs and Friesem, 2019), adolescents are reconfiguring new ways of making meaning, but not all adolescents actually engage in these practices. ...
Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.
... They study and learn thing differently compared with early child and children, as well as the way they learn art. An assumption is conveyed across research disciplines that an interest in engaging, knowing, and collaborating with others are familiar and naturalcomfortable behaviours of youth [2]. Author subject research, art-based community predominantly consist of same (and specific) passion and interest. ...
... YouTube emerge como un emblema de la cultura participativa (Marsh & Hoff, 2019), jugando un papel principal en la educación por demanda (o aprendizaje informal) a través de prácticas e interacciones sociales como el comentario, la búsqueda o la provisión de información (Dubovi & Tabak, 2019). En este entorno, surgen los denominados vídeos generados por instructores (D'Aquila, Wang & Mattia, 2019), que fomentan la producción audiovisual en materia pedagógica con el objetivo de involucrar a los estudiantes en las diferentes temáticas de estudio (Kum-Tien, 2019). ...
La educación informal en redes sociales es un hecho reciente y creciente en la era de la información ubicua y digital. Un contexto que requiere, por parte del entorno pedagógico institucional, atender a las nuevas dinámicas de enseñanza y aprendizaje, más allá del empleo instrumental de las tecnologías en el aula. Partiendo de esta panorámica mediática actual, el estudio pretende acentuar las dimensiones temáticas educativas referentes y frecuentes en YouTube, así como detectar y plantear nuevos entornos o contenidos didácticos adicionales.
This study evaluated the Bachelor of Physical Education (BPED) program at Rizal Technological University by applying the Engagement Theory Program Quality (ETPQ) framework. The study utilized a mixed-methods approach, namely an explanatory sequential design, which involved conducting surveys and interviews with both students and the program chair. The findings revealed that the BPE program is perceived as highly important, concrete, and effective overall. The university's strengths are found in its faculty and student body, which are diverse. Additionally, the teaching and learning methods are engaging, and the program requirements are well-connected and supported by the faculty. Areas that could be enhanced are cultivating a more robust sense of community, promoting student engagement in research, and optimizing administrative procedures. The investigation revealed a substantial positive correlation between the amount of importance, concreteness, and effectiveness of ETPQ features. The study emphasizes the vital significance of concreteness and effectiveness in increasing the perceived value of program items. The recommendations derived from the findings suggest making adjustments to the curriculum to place greater emphasis on research and individual projects, increasing faculty participation in research activities, and enhancing communication about residency experiences. Additionally, streamlining administrative procedures to optimize resource allocation is suggested. This research offers useful insights for enhancing the BPE curriculum at Rizal Technological University and contributes to the comprehension of ETPQ application in evaluating physical education programs
This study discusses a number of influences related to teachers' understanding of the application of new literature theory and communicative learning, such as teacher trust, teacher education, and teacher professional development. The research is literature-based, with documentary data collection and analysis methods using content analysis. This research focuses on important issues that can help in the development of foreign language teaching curriculum. The focus of discussion in this article includes the lack of understanding of new literacy theories and communicative language teaching methods, curriculum understanding, teacher professional development through new literacy theories, and ideological tensions arising from the foreign language teaching gap in Indonesia. Implementation of the contemporary curriculum may differ between cities and villages. The lack of language activities, especially listening and speaking skills, in the old curriculum is what causes apathy and boredom among students and prevents them from interacting with their communities.
Amid a time of social protest against systemic racism, the author recalls an experience of her own racism as a white literacy researcher and ELA educator. She acknowledges and describes her racism as both a means to redesign teaching practice and an invitation to other ELA educators to allow the discomfort that can come with reflection. Drawing on Bettina Love’s articulation of abolitionist teaching, as well as scholars in critical English pedagogy and critical literacies, the author focuses on the problem of segregated knowledge flows and shares ways in which she is disrupting this systematic tendency.
Two central tensions—structure and privacy—emerged when a group of teachers developed Write4Change, an online writing space that connected students in the United States, Italy, and South Korea.
This study examined 12th‐grade students’ portrayals of their use of different types of languaging actions through ethnographic writing about their participation in sports teams or peer groups and explicit prompted reflections about their languaging actions portrayed in their writing. Analysis of different types of languaging actions indicated that students were most likely to portray and reflect on actions related to building supportive relations with others. They also identified actions involving enacting roles/identities, using “insider language,” expression of beliefs/values and emotions/feelings, coping with conflicts, use of humor/joking, assuming leadership roles, and interacting with adults/coaches. These results suggest the value of students using writing to portray and reflect on the use of languaging actions to enact relations with others, reflection that serves to foster growth in their languaging over time. There is also a need for further research on students’ use of writing to portray different types of supportive relations through languaging.
Purpose
This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity.
Design/methodology/approach
Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills.
Findings
The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills.
Originality/value
In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.
Background
Research into digital practices and cultures repeatedly calls attention to the complexity of communication spaces and meaning-making practices. With the blurring of boundaries between online and offline, these entangled practices involve the interweaving of human, material, semiotic, and discursive practices.
Purpose
This introductory article builds on theoretical work by Huizinga and Appadurai and presents the concept of playscapes to help situate the overall collection of articles in this special issue, Virtual Convergence: Synergies in Virtual Worlds and Videogames Research.
Research Design
This analytic essay examines virtual worlds and videogames and offers the concept of playscapes to expand the discourse about space and finitudes of practice.
Conclusions
Playscapes extend current conversations about learning, transmedia, and play ecologies because playscapes can support the discussion of entangled meaning making across space and time, all the while acknowledging the situated nature of the activity.
This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.
This report investigates how we can use new media to foster the growth and sustenance of environments that support connected learning in a broad-based and equitable way. This report also offers a design and reform agenda, grounded in a rich understanding of child development and learning, to promote and test connected learning theories.
Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.
This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.
The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
Arguably, the most critical time frame for organizational participants to develop trust is at the beginning of their relationship. Using primarily a cognitive approach, we address factors and processes that enable two organizational parties to form relatively high trust initially. We propose a model of specific relationships among several trust-related constructs and two cognitive processes. The model helps explain the paradoxical finding of high initial trust levels in new organizational relationships.
In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative "site." Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
The United States is witnessing a growing student engagement crisis. With dropout rates approaching 50 percent in many urban school districts (Swanson, 2008) and recent education surveys showing that students are overwhelmingly bored in school (Bridgeland, DiIulio, & Morison, 2006; Yazzie-Mintz, 2007), we clearly need to find new ways to motivate learners. A crucial first step in promoting student engagement is to rethink literacy for the 21st century. One path to this new learning equation comes, perhaps paradoxically, from popular culture. Many young people today play long and difficult video games that involve complex thinking and problem solving married to complex language. Although the most frequent criticism of video games is that many involve shooting and killing, a good many focus on other things. Civilization and Rise of Nations force players to think on a large scale about history, development across time, and civilizations. SimCity, The Sims, and, for very young children, Animal Crossing ask players to build and sustain cities and communities. Age of Mythology players regularly read and write about mythologies across the world, specifically from Greek, Egyptian, and Norse civilizations. Some gamers write strategy guides for the games they play— technical writing at its best—and share them over the Internet.
Generalisiertes Vertrauen ist eine wichtige gesellschaftliche Ressource und ist als integraler As-
pekt und Messinstrument des sozialen Kapitals anerkannt. Dieser Artikel gibt einen ‹berblick ̧ber
das Konzept des generalisierten Vertrauens. Hierzu wird zun‰chst generalisiertes Vertrauen mit an-
deren Formen von Vertrauen in der interdisziplin‰ren Literatur verglichen, wie strategisches oder
rationales Vertrauen, identit‰tsbezogenes Vertrauen sowie moralisches Vertrauen. Diese Vertrauens-
modelle unterscheiden sich in der Auffassung dar ̧ber, was Vertrauen ist, wie es entwickelt wird, und
hinsichtlich der Zahl von B ̧rgerInnen, die in das Vertrauen miteinbezogen werden. Zum zweiten
werden die Erkenntnisse der Vertrauensmodelle benutzt, um den Ursprung und die Ursachen des
generalisierten Vertrauens zu identifizieren. Dabei wird zwischen zwei Ans‰tzen unterschieden: der
zivilgesellschaftliche und der institutionelle Mechanismus. Die empirische Forschung konnte die
Annahmen ̧ber die Relevanz von Vereinen f ̧r die Entwicklung von generalisiertem Vertrauen nicht
in der urspr ̧nglichen Form best‰tigen. Stattdessen spielen institutionelle Aspekte wie Gerechtigkeit
und Unparteilichkeit eine grˆflere Rolle f ̧r generalisiertes Vertrauen, wobei allerdings weitere For-
schung das Kausalit‰tsproblem entflechten muss.
Earlier research on online communication has observed how its distinctive characteristics (such as limited cues and potential asynchronicity) facilitate online communication, notably ‘hyperpersonal communication’. Yet these distinctive characteristics do not explain the development of trust in online communication. This article uses qualitative interviews with 17 internet users to explore the foundations of trust in online friendships, drawing on Piotr Sztompka’s theoretical framework. It concludes that there are four main sources of online trust. First, reputation, whether grounded in a pseudonym or offline identity. Second, performance, due to the scope for enhanced performance in online communication. More than this, performance plays an especially important role in the building of online friendship, following Giddens’ model of the pure relationship (1991). Third, pre-commitment, through self-disclosure, which in turn encourages a ‘leap of faith’ and reciprocal self-disclosure. Finally, situational factors, especially the premium placed upon intimacy and the pure relationship in contemporary societies.
ABSTRACT: Trust is a key enabler of cooperative human actions. Three main deficiencies about our current knowledge of trust are addressed by this paper. First, due to widely divergent conceptual definitions of trust, the literature on trust is in a state of construct confusion. Second, too little is understood about how trust forms and on what trust is based. Third, little has been discussed about the role of emotion in trust formation. To address the first deficiency, this paper develops a typology of trust. The rest of the paper addresses the second and third deficiencies by proposing a model of how trust is initially formed, including the role of emotion. Dispositional, interpersonal, and impersonal (system) trust are integrated in the model. The paper also clarifies the cognitive and emotional bases on which interpersonal trust is formed in early relationships. The implications of the model are drawn for future research.
Today's youth are situated in a complex information ecology that includes video games and print texts. At the basic level, video game play itself is a form of digital literacy practice. If we widen our focus from the “individual player + technology” to the online communities that play them, we find that video games also lie at the nexus of a complex constellation of literacy practice. Because video games are an area of passionate interest for many young people (particularly males), they are one place where you can see what students that may not perform well in literacy-related courses are actually capable of—not because gaming is such an exceptional interest area, but because it is such a common one.
This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about literacy instruction are somewhat similar. Both teachers believed that creating a text-rich atmosphere engages students' interests, social interactions around texts aid comprehension, and “best practices” such as guided reading and literature discussions are useful methods. Both teachers harshly criticized the continuous barrage of tests in their district (between 10 and 17 district-mandated benchmark assessments per nine-month school year). However, their practices differed dramatically and created inequitable educational opportunities. Students in the suburban setting spent more time socially constructing knowledge about texts, themes, and topics while students in the urban school spent more time individually practicing the skills necessary to achieve understanding of a text's inherent meaning. Results from the study suggest that research on the influence of high-stakes assessments should go beyond surveys or interview statements of knowledge and should investigate teachers' practices in contexts where evidence of inequity may present itself.
This study examines whether some types of dispositional trust/distrust concepts are better than other types at inducing consumers to trust a Web advice provider. We propose and test a model in which dispositional trust and distrust concepts are given separate roles. This unique approach is based on the growing, but untested theoretical consensus that trust and distrust are separate concepts that co-exist yet differ in terms of their emotional makeup. While trust concepts tend to be calm and collected, distrust concepts embody significant levels of fear and insecurity. Based on this difference, we propose that dispositional distrust concepts will be better predictors of high-risk Internet legal advice site perceptions, while the corresponding trust concepts will be better predictors of low-risk Internet legal advice site perceptions. As proposed, the study finds that dispositional trust better predicts low-risk perceptions, while dispositional distrust better predicts high-risk perceptions. For e-commerce advice site research, the findings of
Generalized trust has become a paramount topic throughout the social sciences, in its own right and as the key civic component of social capital. To date, cross-national research relies on the standard question: “Generally speaking, would you say that most people can be trusted or that you need to be very careful in dealing with people?” Yet the radius problem—that is, how wide a circle of others respondents imagine as “most people”—makes comparisons between individuals and countries problematic. Until now, much about the radius problem has been speculation, but data for 51 countries from the latest World Values Survey make it possible to estimate how wide the trust radius actually is. We do this by relating responses to the standard trust question to a new battery of items that measures in-group and out-group trust. In 41 out of 51 countries, “most people” in the standard question predominantly connotes out-groups. To this extent, it is a valid measure of general trust in others. Nevertheless, the radius of “most people” varies considerably across countries; it is substantially narrower in Confucian countries and wider in wealthy countries. Some country rankings on trust thus change dramatically when the standard question is replaced by a radius-adjusted trust score. In cross-country regressions, the radius of trust matters for civic attitudes and behaviors because the assumed civic nature of trust depends on a wide radius.
This article argues for the need to move beyond place-based ethnography and develop ethnographic methodologies that follow the moving, traveling practices of adolescents online and offline. In the first part of the article, challenges to traditional ethnographic constructs such as place, identity, and participant obervation, and the ways in which these constructs are further destabilized in research online are reviewed. Secondly, at the center of the discussion, a common misconception of the Internet as somehow radically separate from everyday life is critiqued. Thirdly, possible interpretive methodologies are discussed for following connections and circulations in research that travels, with adolescents, across online and offline spaces. These methodologies include tracing the flows of objects, texts, and bodies, analyzing the construction of boundaries within and around texts, and focusing upon the remarkable ways in which texts represent and embed multiple contexts.
Online social networks (OSNs) have gained enormous popularity in recent years. Hundreds of millions of social network users
reveal great amounts of personal information in the Web 2.0 environment that is largely devoid of security standards and practices.
The central question in this article is why so many social network users are being so trusting. The focus is on theory-building
on trust as a critical issue in OSNs. A theoretical framework is developed, which facilitates a multi-level and multi-dimensional
analysis of research problems related to trust in OSNs. First, the structural and relational underpinnings of trust in OSNs
are investigated from a governance perspective that integrates concepts of social network theory, social capital and the role
of value in relational exchanges. Subsequently, the focus moves to the individual’s decision to trust and to processes through
which trust actually emerges. Different types and sources of trust from the trust literature and their importance for trust-related
decisions and behaviours in OSNs are discussed. Several research propositions are presented, which contribute to a better
understanding of the role of trust and the relevance of facets of trust and social capital in OSNs.
Keywordsonline social networks-privacy-security-social capital-social networking-sources of trust-trust-value-Web 2.0 environment
A Web-based survey of 375 Microsoft Network (MSN) online communities was undertaken to investigate why people do not publicly participate in online discussion groups, i.e., lurk. The most popular reason for lurking, "just reading/browsing is enough", was noted by more than half of the lurkers (53.9%). Apparently, many lurkers get their needs met through observation rather than public participation. The next but much less prominent reason for lurking is "still learning about the group" (29.7%,). For many respondents lurking may be an initial temporary period of non-posting, and that once this period is over, they may begin to posting. Most importantly, based on the finding that only 13.2% of lurkers indicated they were "going to lurk from the outset", lurking can be a product of the community interaction itself. Implications for future research are drawn and specific suggestions for managing lurking and developing better community tools are proposed.
This issue’s guest editor offers thoughts on the changing linguistic spaces of society by attempting to map the pluralistic, dynamic, and fluid nature of new English(es) as used by urban youth.
Paris examines texts worn on objects (like clothing or backpacks), delivered over electronic media, and rapped by youth emcees at a multiethnic high school. He argues that these are identity texts, used by young people to express ethnic and linguistic differences.
This entry explores the question of how to conceptualize literacy as a deictic concept, one that continually changes as new technologies for literacy and learning emerge. It suggests a dual‐level conceptualization of theory: a New Literacies theory as an overarching theory that encompasses perspectives and findings from the many studies of literacy, which are referred to as new literacies theories, using lower case. It then focuses special attention on an important lower‐case theory, the new literacies of online research and comprehension. This new literacies theory frames online reading as a process of problem‐based inquiry involving the new skills, strategies, dispositions, and social practices that take place as we use the Internet to solve problems and answer questions. Current understanding of online reading to learn from a New Literacies perspective is informed by recent research using assessments that measure students' ability to conduct online research in science and comprehend what they read in a virtual online world. Findings suggest that online reading requires different skills than reading paper materials; that differences across modes of reading are important for school learning; and that the Internet is best conceived as a literacy issue rather than a technology issue.
Background
Focusing on ways a common endeavor brings people together, Gee offered the concept of affinity spaces, which suggests that open participation without exclusion or membership is possible. This theory contrasts with Lave and Wenger's communities of practice, which called attention to situated, hierarchical participatory practices. Bridging these two theories, we look to discussions of Discourses and specialist language and behavior to highlight how doing–being–valuing combinations situate people within a particular space in ways that can welcome open participation while supporting both inclusivity and exclusivity.
Purpose
This article defines and illustrates features of belongingness visible in videogame spaces, underscoring the dynamics of hierarchical participation in interest-driven practices, an important element to consider when attempting to make education more responsive to contemporary youth.
Research Design
This retrospective cross-case analysis includes data from two separate ethnographic studies of videogame affinity spaces. Data displays, as well as anecdotal notes, help facilitate the qualitative analysis of observations, interviews, field notes, and artifacts.
Findings
Within these videogaming affinity spaces, there were practices and value systems (i.e., Discourses) that promoted inclusivity and exclusivity. Data reveal specialist knowledge, interaction, and proficiency, in particular, to be prominent features in relationship-building in interest-driven participatory spaces.
Conclusions
This study calls attention to the doing–being–valuing combinations that situate one within a particular space while supporting inclusivity and exclusivity. A focus on belonging, therefore, revives the concept of community-based Discourses, honors the practices that situate learners in contemporary spaces, and helps researchers and educators understand how youth configure and reconfigure their social practices to seek inclusion by using and honing specialist language and behavior.
To counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate their studies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice of peer feedback as a way to access affinity space features. Using qualitative case study design and grounded theory analysis, the study reveals that, when supported by an emphasis on social connection, the practice of peer feedback served as a portal for students with a range of writing experience and interest to collaborate and exchange honest feedback, practices indicative of affinity space features. Yet, traditional expectations preserved teacher roles and student roles in ways that prevented the class from more fully accessing the affinity space features of distributed expertise, porous leadership, and role flexibility. Discussion expands the field’s understanding of affinity spaces and their application in physical classrooms by outlining new features, theorizing these classroom spaces, and advocating for a reimagined vision of peer feedback in ELA classrooms where role reciprocity and flexibility resist traditional, inequitable classroom structures. Copyright © 2018 by the National Council of Teachers of English. All rights reserved.
In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative "site." Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
Conventional wisdom holds that trust is essential for cooperation between individuals and institutions-such as community organizations, banks, and local governments. Not necessarily so, according to editors Karen Cook, Margaret Levi, and Russell Hardin. Cooperation thrives under a variety of circumstances. Whom Can We Trust? examines the conditions that promote or constrain trust and advances our understanding of how cooperation really works. From interpersonal and intergroup relations to large-scale organizations, Whom Can We Trust? uses empirical research to show that the need for trust and trustworthiness as prerequisites to cooperation varies widely. Part I addresses the sources of group-based trust. One chapter focuses on the assumption-versus the reality-of trust among coethnics in Uganda. Another examines the effects of social-network position on trust and trustworthiness in urban Ghana and rural Kenya. And a third demonstrates how cooperation evolves in groups where reciprocity is the social norm. Part II asks whether there is a causal relationship between institutions and feelings of trust in individuals. What does-and doesnt-promote trust between doctors and patients in a managed-care setting? How do poverty and mistrust figure into the relations between inner city residents and their local leaders? Part III reveals how institutions and networks create environments for trust and cooperation. Chapters in this section look at trust as credit-worthiness and the history of borrowing and lending in the Anglo-American commercial world; the influence of the perceived legitimacy of local courts in the Philippines on the trust relations between citizens and the government; and the key role of skepticism, not necessarily trust, in a well-developed democratic society. Whom Can We Trust? unravels the intertwined functions of trust and cooperation in diverse cultural, economic, and social settings. The book provides a bold new way of thinking about how trust develops, the real limitations of trust, and when trust may not even be necessary for forging cooperation.
Local Literacies is a unique study of everyday reading and writing. By concentrating on a selection of people in a particular community in Britain, the authors analyze how they use literacy in their day-to-day lives.This exploration provides a description of literacy at one point in time, and also reveals the nature and significance of communication to people, households and communities.Local Literacies, the first in-depth study of literacy, includes: * appendices of raw data * notes for teachers and students on how to use the book * guidance for carrying out individual researchLocal Literacies is both a theoretical work, and a practical book. It provides stimulating and informative reading for anyone interested in the nature of literacy today, particularly students, teachers and researchers.
Why do poor and minority students under-perform in school? Do computer games help or hinder learning? What can new research in psychology teach our educational policy-makers?
While previous studies have investigated the determinants and consequences of online trust, online distrust has seldom been studied. Assuming that the positive antecedents of online trust are necessarily negative antecedents of online distrust or that positive consequences of online trust are necessarily negatively affected by online distrust is inappropriate. This study examines the different antecedents of online trust and distrust in relation to consumer and website characteristics. Moreover, this study further examines whether online trust and distrust asymmetrically affect behaviors with different risk levels. A model is developed and tested using a survey of 1,153 online consumers. LISREL was employed to test the proposed model. Overall, different consumer and website characteristics influence online trust and distrust, and online trust engenders different behavioral outcomes to online distrust. The authors also discuss the theoretical and managerial implications of the study findings.
Acknowledgements Introduction Section 1: Literacy, Politics and Social Change Introduction 1 Putting Literacies on the Political Agenda 2 Literacy and Social Change: The Significance of Social Context in the Development of Literacy Programmes Section 2: The Ethnography of Literacy Introduction 3. The Uses of Literacy and Anthropology in Iran 4. Orality and Literacy as Ideological Constructions: Some Problems in Cross-cultural Studies Section 3. Literacy in Education Introduction 5. The Schooling of Literacy 6. The Implications of the New Literacy Studies for Pedagogy Section 4: Towards a Critical Framework Introduction 7. A critical Look at Walter Ong and the 'Great Divide' 8. Literacy Practices and Literacy Myths Index
Building upon research exploring adolescent writing in technology-mediated contexts, this article examines writing and sharing in the online space of Fanfiction.net. Drawing on qualitative data from a longitudinal inquiry with a 16-year-old who writes in multiple contexts, this study explores the writing opportunities afforded on Fanfiction.net and how the fanfiction public shapes one adolescent's practices and perspectives as a writer. Grounded in a view of literacies as social practices and contemporary theories of audience and networked publics, this instrumental case study presents the particularity and complexity of writing within the Fanfiction.net public. Findings reveal how fanfiction's access, anonymity, and conventions create a multifaceted experience of writing for and sharing with audience in ways unavailable to this adolescent in school. The article conceptualizes networked writing and offers recommendations to foster classroom writing with a similar emphasis on audiences.
[Early View online - paper available upon request]
In this paper we employ a conceptual repertoire from philosophical hermeneutics and literary aesthetics to examine people's expectations of and trust in interactive media. Drawing on data from two projects, first, with young professionals on their perceptions of the informational value of various media, and second, with youthful users of the online genre of social networking sites, we present findings on perceptions of authorial presence and constructions of an imagined author. We conclude that an (imagined) author plays a key role in media users' ability to critically use interactive media and evaluate the relevance and reliability of media content, rather than functioning as an authoritative originator of the meaning. We argue that this is important not only for contemporary research in critical digital literacies, but also for the intrinsic importance of trust in any act of communicative engagement.
With the proliferation of online communities, the deployment of knowledge, skills, experiences and user generated content are generally facilitated among participant users. In online social media-sharing communities, the success of social interactions for content sharing and dissemination among completely unknown users depends on ‘trust’. Therefore, providing a satisfactory trust model to evaluate the quality of content and to recommend personalized trustworthy content providers is vital for a successful online social media-sharing community. Current research on trust prediction strongly relies on a web of trust, which is directly collected from users. However, the web of trust is not always available in online communities and, even when it is available, it is often too sparse to accurately predict the trust value between two unacquainted people. Moreover, most of the extant trust research studies have not paid attention to the importance of distrust, even though distrust is a distinct concept from trust with different impacts on behavior. In this paper, we adopt the concepts of ‘trust’, ‘distrust’, and ‘lack of confidence’ in social relationships and propose a novel unifying framework to predict trust and distrust as well as to distinguish the confidently-made decisions (trust or distrust) from lack of confidence without a web of trust. This approach uses interaction histories among users including rating data that is available and much denser than explicit trust/distrust statements (i.e. a web of trust).
Generalized social trust is an important component of social capital and has been linked to a variety of individual- and community-level outcomes, including low crime rates, effective government, and healthy and happy citizens. Drawing on a multicommunity survey conducted in several American towns and cities in 2002, the authors examine the individual and contextual origins of general social trust using the techniques of Hierarchical Linear Modeling. Based on prevailing theoretical understandings of social trust, the authors posit a comprehensive model to account for the contextual variation that remains after controlling for individual-level variables. Two community-level variables, voter turnout and commute times, emerge as important contextual predictors of social trust. The authors explore community attachment as a potential mediator of these effects, finding that it partially mediates the impact of commuting but not voter turnout, results consistent with their distinction between “experiential” and “cultural” theories of social trust formation.
In this paper we ask whether individuals decide that people are generally trustworthy or untrustworthy by extrapolating from their experiences in localized interactions or whether a more fixed predisposition drives assessments of trustworthiness. These two contrasting theoretical perspectives on generalized trust can be translated into empirically testable models and adjudicated using confirmatory tetrad analysis. This paper is among the first substantive applications of confirmatory tetrad analysis and illustrates an important advantage of this technique—the ability to distinguish between causal and reflective indicators of a latent variable. We find that individuals develop a generalized expectation of trustworthiness based on their experiences with different groups of people in localized settings. We demonstrate the robustness of our results across disparate samples and spatially dissimilar survey sites.
This book presents a disciplined, qualitative exploration of case study methods by drawing from naturalistic, holistic, ethnographic, phenomenological and biographic research methods. Robert E. Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.
Scholars in various disciplines have considered the causes, nature, and effects of trust. Prior approaches to studying trust are considered, including characteristics of the trustor, the trustee, and the role of risk. A definition of trust and a model of its antecedents and outcomes are presented, which integrate research from multiple disciplines and differentiate trust from similar constructs. Several research propositions based on the model are presented.
In her book, Philosophy in a New Key, Susanne Langer remarks that certain ideas burst upon the intellectual landscape with a tremendous force. They resolve so many fundamental problems at once that they seem also to promise that they will resolve all fundamental problems, clarify all obscure issues. Everyone snaps them up as the open sesame of some new positive science, the conceptual center-point around which a comprehensive system of analysis can be built. The sudden vogue of such a grande ideé, crowding out almost everything else for a while, is due, she says, "to the fact that all sensitive and active minds turn at once to exploiting it. We try it in every connection, for every purpose, experiment with possible stretches of its strict meaning, with generalizetions and derivatives." After we have become familiar with the new idea, however, after it has become part of our general stock of theoretical concepts, our expectations are brought more into balance with its actual uses, and its excessive popularity is ended. A few zealots persist in the old key-to-the-universe view of it; but less driven thinkers settle down after a while to the problems the idea has really generated. They try to apply it and extend it where it applies and where it is capable of extension; and they desist where it does not apply or cannot be extended. It becomes, if it was, in truth, a seminal idea in the first place, a permanent and enduring part of our intellectual armory. But it no longer has the grandiose, all-promising scope, the infinite versatility of apparent application, it once had.
There has been a growing interest in examining the factors that support or hinder one's knowledge sharing behavior in the virtual communities. However, still very few studies examined them from both personal and environmental perspectives. In order to explore the knowledge sharing behaviors within the virtual communities of professional societies, this study proposed a social cognitive theory (SCT)-based model that includes knowledge sharing self-efficacy and outcome expectations for personal influences, and multi-dimensional trusts for environmental influences. The proposed research model was then evaluated with structural equation modeling, and confirmatory factor analysis was also applied to test if the empirical data conform to the proposed model.
As a Web 2.0 technology, blogs are gaining attention as useful knowledge sharing platforms for knowledge management in a collaborative work environment. This study investigates the relationship between trust and bloggers’ knowledge sharing practices. Based on an analysis of results from the 485 survey respondents, the research found that there is the positive relationship between bloggers’ trust and their knowledge sharing practices. This study explores trust in multiple dimensions including economy-based trust, trust in bloggers, and trust in the Internet and trust in blog providers. The detailed research findings are presented.
