Teaching-learning interactions

as representações do saber cotidiano são particularizações sobre comportamentos, formando a consciência social. Os fatos sociais envolvem o poder no comportamento dos membros da sociedade, pela socialização e internalização de valores, na formação social, numa constituição e elaboração psicológica e social da realidade nos processos de interação e mudança social, em intervenção social como projeção concreta cultural. Segundo os autores, o prazer, a consciência e o medo, estão relacionados a mudanças de valores, tomadas de decisão pessoais ou coletivas, que carecem de "filtragem" na imagem, idéia, discurso, prática criativa e no trabalho, como possível realização pessoal. Fisk J. (1990),

Kemampuan mahasiswa dalam menerapkan konsep berkomunikasi bisnis pada aktivitas perkuliahan masih rendah. Rendahnya pemahaman konsep peserta didik disebabkan karena pembelajaran yang diterapkan dosen masih bersifat lecturer centered. Dosen hanya menyampaikan materi pembelajaran secara satu arah. Aktivitas belajar mahasiswa menjadi tidak bervariasi, hanya mendengarkan informasi dari dosen saja. Penelitian ini bertujuan untuk mengkaji penerapan pembelajaran berbasis masalah (problem based-learning) pada pembelajaran mata kuliah komunikasi bisnis untuk meningkatkan kemampuan berpikir kritis dan kreatif mahasiswa. Subjek dalam penelitian ini adalah mahasiswa program studi Manajemen Fakultas Ekonomi dan Bisnis Institut Informatika dan Bisnis Darmajaya. Penelitian dilaksanakan pada bulan Maret sampai dengan bulan Juni 2022. Data penelitian diambil dengan metode tindakan kelas dan survey. Metode analisis data yang digunakan adalah metode deskriptif. Persepsi mahasiswa diukur melalui 7 aspe...

Les études présentées dans cet article ont bénéficié d'un soutien financier du CNRS à travers les programmes interdisciplinaires de la MITI. La multiplication des ateliers consacrés aux activités musicales dans les établissements de soins 9 s'inscrit dans le développement des pratiques artistiques dans les milieux non scolaires et à une demande générale d'animations culturelles, d'activités physiques et de pratiques artisanales adaptées. S'ajoutent à ces ateliers des formes diverses de médiation qui peuvent être très surprenantes, comme la médiation animale. Toutes ces expériences ont un point commun : elles visent à procurer aux patients un certain bien-être, à restaurer -ne serait-ce que provisoirement -un partage émotionnel, à réactiver certaines fonctions cognitives plus ou moins gravement atteintes. Si les effets sont fugitifs, ils n'en sont pas moins perçus comme des fenêtres lumineuses dans un environnement difficile, voire sombre. Ces activités sont le plus souvent portées par des intervenants enthousiastes et très engagés. Ainsi, l'observation des bénéfices attendus ou supposés d'ateliers musicaux dans les EHPAD est une situation particulière où l'observateur extérieur à l'établissement et au personnel soignant est confronté à des difficultés spécifiques : les conditions de la situation observée ne sont pas celles, très contrôlées, dont on bénéficie dans un laboratoire de neuropsychologie ; la fatigue des résidents ou des incidents divers peuvent perturber la séance ou la rendre impossible ; l'observateur n'a pas accès aux dossiers médicaux des résidents dont l'anonymat doit être totalement respecté ; dans tous les cas, conformément à la déontologie et même dans le cadre d'une convention préalable, le confort des patients et leur sécurité 1 "Musicologue."Chercheur"associé"au"LEADQCNRS"UMR5022,"université"de"Bourgogne.

The teaching-learning process is subtle and complex, and is not restricted to the school environment. In fact, the person's formation occurs throughout their life in society, having to deal with different variables, including their emotions and the way we deal with everyday events. In this sense, education professionals have great responsibilities, as they need to conform their personal, academic and social interests with the determinations inherent to their pedagogical profession, which change depending on the context and institutions where we work. That said, our proposal is to think about teacher training, as well as pedagogical experience, linked to affectivity. After all, we consider that the teacher, but also the teacher in training and in the internship experience, needs to treat the student as a being endowed with singularities, being the center of the learning process, and a human being who will have in the actions and performance of your teachers will be role models that they will carry into life.

This study was conducted to examine the implementation of online learning in distance education utilizing the Community of Inquiry (CoI) framework, as introduced by Garrison. The CoI framework consists of three core elements essential in implementing online learning: social presence, cognitive presence, and teaching presence. These components are crucial for the success of online learning modalities. This is due to the nature of online learning, where instructors and learners are not present at the exact location or time, necessitating a 'binding element' in the educational process to ensure effective management of learning activities. Consequently, this research involved distributing questionnaires to 317 participants enrolled in online courses at Universitas Terbuka Indonesia. The results obtained from this study were classified as high, indicating that all three CoI elements achieved high ratings. Specifically, the aspect of cognitive presence was dominated by resolution capabilities. In social presence, the open communication capacity scored higher than the affective and cohesive components. Meanwhile, facilitating discourse was rated higher in the teaching presence domain than instructional design, organization, and direct instruction. Based on these findings, it can be concluded that learning across these three aspects is considerably high in the students' online learning experiences.

It is generally accepted that productive skills, i.e. writing and speaking, are hard to evaluate in EFL classes and they require special training in terms of assuring valid and reliable assessments. Recently oral proficiency interviews (OPIs) are gaining popularity as one type of assessment and they seem to provide more valid results when administered appropriately. One of the main characteristics of OPIs are multiple questions (MQs). They are used in OPIs to deal with the problems. Therefore, it may be beneficial to investigate the use of MQs in OPIs to reach better understanding and increase the validity. In this respect, conversation analysis which enables researchers track learning and examine micro details makes it possible to see what is happening in conversations. In scope of the current study, in which two-hour recording of OPIs administered in a Turkish University, the use of MQs in OPIs is examined by using conversation analysis and the findings are discussed.

Engagement is an important factor influencing the effectiveness and quality of online learning programs and how satisfied online learners are with the online learning experience. Therefore, when developing online learning programs, ways to increase engagement should be one of the top priorities. To determine the parameters that increase engagement of independent online learners, this paper selects three types of quantitative data by which to assess online learning engagement: video playing options, video lecture viewing time, and concurrent learning behaviors. This data, collected from real-time observation and analysis of authentic online learning of 14,000 adult learners, was used to run a real-time growth algorithm that determined a few key parameters that increase independent-learning engagement. A few primary results of this study are: 1) real-time, dynamically calculated data representing general or individual engagement parameters of independent learning can help both teachers and learners be aware of, recognize, and adjust learning status accurately and effectively; 2) the algorithm can identify optimal parameters for online learning by analyzing numerical values of engagement, rules, and characteristics of online learning that are difficult to be observed directly; and 3) it is necessary to dynamically analyze learners' engagement based on their learning processes and behaviors in response to different video lectures to know the effectiveness and feasibility of such materials and to support the design, production, and modification of optimal learning materials.

A variety of factors might impact interpersonal interaction between instructors and students in an online course. This study seeks to explore the opinions and attitudes of six EFL instructors working at various universities in Turkey regarding the factors they believe increase interaction in their online courses and to contribute to the pertinent literature. Within the scope of collaborative research, the use of purposeful sampling technique and semi-structured interviews with the participants provided the best opportunity to describe the attitudes and opinions of these instructors who were assigned to teach online in an emergency remote teaching environment due to the coronavirus pandemic, COVID-19. The end result includes a variety of factors and strategies influencing interaction that can be used by novice and experienced online instructors aiming to influence interpersonal interaction in their online courses. While all the participants expressed the need to provide higher quality interactions during the online courses, the obstacles they face in their efforts to reach the desired level of interaction were the main agenda of the interviews. They discussed the role of course structure factors, environment and media effects, feedback and assessment techniques, and discourse facilitators, which constituted the main themes that were categorized into codes emerging from the interview data.

This study investigates Reference to a Past Learning Event (RPLE) in an L2 instructional setting using Conversation Analysis (CA). It involves the analysis of video-recordings of an EFL class (55 classroom hours) in a preparatory school at a state university. Using CA, it uncovers how teachers make RPLE and contingently extend the main instructional activity by focusing on what was presented in past learning events in and through interaction. The micro-analysis generated recurring sequential patterns of RPLE in teacher follow-up, response and initiation turns. Regardless of the sequential position, RPLE confirms what is shared and establishes common ground, continuity and temporality in an L2 instructional setting. However, it is also found that what makes RPLE relevant varies with different sequential positions. Besides, the analysis demonstrates that RPLE creates learning opportunities and results in socially displayed and situated recollection of what was studied earlier. Finally, the findings contribute to the literature on remembering, offer a methodological suggestion for making a temporal analysis of classroom talk, and thereby, have implications for L2 Classroom Interactional Competence and L2 teacher education.

Distance learning in modern day requires online educational systems as a major support. During recent COVID19 pandemic, educational system survived through online educational systems. Video lectures have been considered a great utility as part of system. The current research focused on MSc Sustainable Environmental design students who come from a variety of formal design and engineering educational systems and explored the usefulness of video lectures given to technical master's level students. As a result, they faced major issues to adapt to the online system immediately and encountered communication and comprehension problems throughout the lecture session as a result of internet and related connectivity problems. The researcher used independently created video lectures for the relevant subject areas and distributed them to the students via subject-specific Whatsapp groups and a Youtube channel. In a later survey, students were asked whether the lectures had helped them understand the material better and had generally improved their learning process. Over 80% of the students expressed appreciation/satisfaction for the work and asked that it be incorporated into the broader system. The students were beforehand informed of the goal of the research and an online questionnaire was used to collect the necessary data. It was concluded that video lectures should be regarded as an essential component of the lecture sessions and that they must be made available beforehand to ensure better lecture delivery. Additionally, it was recommended that the current system be improved to accommodate the accessibility of these video lectures through the portal. For teachers to create high-quality video content that can adequately cover the subjects and courses taught, training is required.

Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners’ flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autono...

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In this commognitive study, we take a close look at the interactive problem-solving by two middle-school students' dyads, one of which participated in research conducted in Montreal, Canada in 1992, and the other, 25 years later, was a part of a classroom investigation in Melbourne, Australia. The present study was inspired by the second author's impression of similarity between the two cases. Our analyses, conducted with the help of special constructs, participation profiles, participation structures and roles-inactivity , brought two types of results. First, striking likeness was identified between the two cases in the characteristics of interactions that could be responsible for the production and utilization of learning opportunities. Role conflict likely experienced by the participants emerged as a factor undermining the effectiveness of learning-inpeer-interaction. Second, the confirmation of the similarity, combined with a theoretically supported analysis of mechanisms of interaction, corroborated the claim about generalizability of findings in commognitive case studies. The commognitive study to be presented on the following pages has the double purpose of, first, deepening our understanding of learning mathematics in peer interactions, and second, showing the power of this kind of research to bring generalizable results. The study was inspired by the sense of déjà vu experienced by the second author of this paper during her visit to Melbourne, when she was being introduced by the first author to the comprehensive research undertaking known as the Social Essentials of Learning Project (SELP, for short) 1. On this occasion, a 12-minute-long video recording of a pair of 7 th grade Melbourne students working together on a mathematics problem brought to the visitor's mind a vivid memory of classroom events she and her colleague, Carolyn Kieran, witnessed a quarter of century earlier in their Montreal Algebra Project (MAP; see Sfard & Kieran, 2001) 2. The recently recorded pieces of the Melbourne dialogue appeared to be verbatim repetitions of some of those appearing in the Montreal transcript, and the current interactions seemed very similar to those that showed up in the Montreal classroom 25 years earlier. To use just one example, there was a participant in both cases who, after receiving an explanation from the partner, stated emphatically "Ok, yeah, then it makes sense", but a closer inspection led the researchers to the conclusion that, in fact, this student might have remained as perplexed as before. This impression, supported by many other commonalities, was so striking that we decided to subject it to systematic commognitive scrutiny. Such analysis, we thought, could be useful on two levels. On the object-level, a rigorous confirmation of the existence of

Barbero (2006) as representações do saber cotidiano são particularizações sobre comportamentos, formando a consciência social. Os fatos sociais envolvem o poder no comportamento dos membros da sociedade, pela socialização e internalização de valores, na formação social, numa constituição e elaboração psicológica e social da realidade nos processos de interação e mudança social, em intervenção social como projeção concreta cultural. Segundo os autores, o prazer, a consciência e o medo, estão relacionados a mudanças de valores, tomadas de decisão pessoais ou coletivas, que carecem de "filtragem" na imagem, idéia, discurso, prática criativa e no trabalho, como possível realização pessoal. Fisk J.

Project-based learning is a student-centered methodological approach that involves communication, cooperation, and autonomy. Even though project-based learning has been largely explored in foreign language teaching, little is known about its implementation in second-language beginner levels. This action research study describes the use of project-based learning by a pre-service teacher in a group of EFL eighth-graders at a secondary state school in Cordoba, Colombia. Data sources include video classroom observations, students’ focus interviews and students’ diaries. Findings reveal the affordances that project-based learning have in the development of the students’ communicative competence, highlighting the strategies that they use to communicate and the way they construct confidence when planning and reporting their projects.

Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. Implications.

RESUMO o texto aborda o conceito de representação social, suas dimensões e funções, tal como concebido na teoria elaborada, fundamentalmente, por S. Moscovici, inserindo-o no campo de psicologia social e discutindo sua origem a partir do conceilo de representação coletiva de Durkheim. Aspectos teóricos envolvendo o conteúdo e as funçOes das representações sociais são apresentados e discutida a relevância da utilização desse construto na articulação entre o social e o psicol6gico. Três exemplos de pesquisas, realizadas no Brasil, com base na teoria das representações sociais, são citados para Ilustrar seu largo campo de aplicação e de Investigação,

Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. Implications.

Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. Implications.

Editorial Sylvie LELEU-MERVIEL, Khaldoun ZREIK (rédacteurs en chef) 1 Michel LABOUR et Hachimi ABBA (rédacteurs invités) EMOTION , un dispositif pour connaître l'expérience émotionnelle des visiteurs dans un musée EMOTION , a device to explore the visitors' emotional experience in a museum Daniel SCHMITT, Johann SAINT-MARS, Florence RAYMOND 1 Activité de serious gaming en formation de management d'équipe : réflexions autour des émotions suscitées et retours d'expériences Serious gaming activity in team management training : reflections on emotions and debriefing Lydia MARTIN, Julian ALVAREZ Quel rôle de la communication dans le management de la créativité en conception architecturale ? Application à un contexte pédagogique What role does communication play in the management of creativity in architectural design? Application to a pedagogic context Smail KHAINNAR De la trace mémorielle à sa médiatisation : l'exemple du parcours patrimonial évolutif de la Fosse d'Arenberg à Wallers From memory trace to its mediatization : the case study of a heritage guided tour at Fosse d'Arenberg (Wallers, France

Quatre dispositifs techniques ont été testés dont trois sont des solutions peu déployées dans les lieux de culture : un visioguide à réalité augmentée, des lunettes et une montre Tester l'ergonomie de dispositifs numériques en langue des signes française

The argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special atte...

Project-based learning is a student-centered methodological approach that involves communication, cooperation, and autonomy. Even though project-based learning has been largely explored in foreign language teaching, little is known about its implementation in second-language beginner levels. This action research study describes the use of project-based learning by a pre-service teacher in a group of EFL eighth-graders at a secondary state school in Cordoba, Colombia. Data sources include video classroom observations, students’ focus interviews and students’ diaries. Findings reveal the affordances that project-based learning have in the development of the students’ communicative competence, highlighting the strategies that they use to communicate and the way they construct confidence when planning and reporting their projects.

The communicative approach in EFL education has generated a concern for the development of communication in the foreign language classroom within which the promotion of oral interaction is usually paramount. However, what constitutes authentic oral interaction is sometimes not clearly understood and some of the activities that take place in the classroom seem unlikely to generate meaningful opportunities for the development of oral interaction. To address this gap, this paper characterizes four samples of oral communication exchanges that occur in Colombian EFL secondary school classrooms in Monteria and discusses their effectiveness for developing meaningful oral production in both student-student and teacher-student interaction. The paper has two main sections: the first is devoted to the analysis of student-student interaction, and the second to discussing teacherstudent exchanges.

Discourse analysis considers both language forms and language functions in social interactions. This field of study provides meaningful insights into how breakdowns in communication are overcome in language acquisition by comparing and analyzing how native speakers and foreign speakers use language socially. The purpose of this paper is to study the discourse analysis in free discussion classes in Iranian students and the methods for improving their conversation skills. This is a quantitative study that 50 teachers were selected randomly. The questionnaire was the instrument to collect the data, so the questionnaires were distributed among the teachers. In discourse analysis of conversations in free discussion classes, we have found three strategies that affect the students' conversation skills. Results suggest that the teachers believe that choosing topics by students, pair work tasks, and finding new methods for expanding the students' vocabulary knowledge by teachers affe...

Traditional approaches to research into mathematical thinking, such as the study of misconceptions and tacit models, have brought significant insight into the teaching and learning of mathematics, but have also left many important problems unresolved. In this paper, after taking a close look at two episodes that give rise to a number of difficult questions, I propose to base research on a metaphor of thinking-as-communicating. This conceptualization entails viewing learning mathematics as an initiation to a certain well defined discourse. Mathematical discourse is made special by two main factors: first, by its exceptional reliance on symbolic artifacts as its communication-mediating tools, and second, by the particular metarules that regulate this type of communication. The metarules are the observer's construct and they usually remain tacit for the participants of the discourse. In this paper I argue that by eliciting these special elements of mathematical communication, one has a better chance of accounting for at least some of the still puzzling phenomena. To show how it works, I revisit the episodes presented at the beginning of the paper, reformulate the ensuing questions in the language of thinking-ascommunication, and re-address the old quandaries with the help of special analytic tools that help in combining analysis of mathematical content of classroom interaction with attention to meta-level concerns of the participants.

Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners’ flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autono...

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Marie-Christine Bordeaux La médiation culturelle : des dispositifs et des modèles toujours en tension L'Observatoire, n°51, hiver 2018, p. 5-8 Dernière version auteur avant publication Le terme de médiation, employé au singulier, renvoie implicitement à l'illusion d'une catégorie homogène, aussi bien dans le monde professionnel que dans celui de la recherche. Or, il n'en est rien, comme l'indique notamment l'étude de Nicolas Aubouin, Frédéric Kletz et Olivier Lenay, Entre continent et archipel. Les configurations professionnelles de la médiation culturelle, publiée par le ministère de la Culture (DEPS) en 2009.

*Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Française qui s'est tenu à Genève les 6, 7 et 8 juillet 2022. Il est permis d'en faire une copie papier ou digitale pour un usage pédagogique ou universitaire, en citant la source exacte du document, qui est la suivante : A.Chambel, M-L.Coulomb, B.Boulon, A.Eisenbeis. (2022). Serious game : découverte et expérimentation d'un support ludique sur le travail. Actes du 56ème Congrès de la SELF, Vulnérabilités et risques émergents : penser et agir ensemble pour transformer durablement. Genève, 6 au 8 juillet 2022. Aucun usage commercial ne peut en être fait sans l'accord des éditeurs ou archiveurs électroniques. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.

The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways.

This paper has two main aims: to present the current position of information literacy education (ILE) in UK-based academic institutions, and to propose a strategy that ensures the integration of ILE in learning and teaching practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives: those of the institution, the faculty, the library staff, and the students. From an institutional perspective, information literacy is dominated by the need to measure information skills within the context of information as a discipline in its own right. Also, there is a great deal of misinformation regarding information literacy, and as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. This article aims to address these points by drawing on recent scholarship and research in the field, which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum.

Purpose The purpose of this paper is to present a qualitative investigation into whether online textual postings, produced by undergraduate students as part of an undergraduate module, can demonstrate their information literacy (IL) capabilities as a discursive competence and socially enacted practice. It also asks whether these online postings embody power relations between students, tutors and librarians. Design/methodology/approach Foucault’s notion of discursive competence and the separate but complementary concept of practice architectures (specifically focussing on “sayings”) devised by Lloyd were used as thematic lenses to categorise online discussion board postings from a formative online peer assessment exercise created for first-year UK undergraduate students. Online postings were the node of analysis used to identify patterns of language across online conversation. These postings were inductively analysed through manual content analysis. Subject’s responses were initially...

This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact cr...

PurposeThe purpose of this study was to encourage Sport & Exercise Level 1 students to use the discussion board facility in the Blackboard Virtual Learning Environment (VLE) in order to engage them in online collaborative learning of This was achieved by using notions of scaffolding, reflection and situated learning in delivering the information literacy (IL) elements of the programme. Delivery of the programme was carried out in a blended fashion (a mix of face-to-face and online interventions). The study is part of a PhD pilot study and a Learning & Teaching Fellowship project undertaken by the main author.  MethodologyThis was a quasi-experimental design using both qualitative and quantitative strategies. Qualitative data was gathered via: capturing student postings and examining their content; a questionnaire administered at the end of the module and from Focus Group responses. Quantitative data was gathered via pre and post delivery tests and by calculating numbers of postings ...

Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to advancing the discipline and to refining English teaching practices. As such, this literature review systematically situates English-as-a-medium-of-instruction literature related to higher education within the Iberian-American school contexts where Spanish was the students’ first language. Thus, the paper asserts that while research that addresses methodological approaches, processes, procedures, and their effects in instruction is significant, there is still a pressing need for framing English-as-a-medium-of-instruction research within the reciprocal relationship existing among communication, classroom culture, social values, the classroom climate for learning, and ultimately, the students’ learning.

In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction.

In this article the writers offer a model for lesson preparation for Curriculum 2005. The model integrates outcomes, pedagogy and content in a way that is theoretically sound and practically useful. It incorporates the outcomes for the Language, Literacy and Communication learning area, includes the approach to content outlined in COTEP (1996) (content as knowledge, skills and values), and suggests that pedagogy is a combination of theoretical approach in the discipline, method and classroom organisation. The model is designed to assist teachers with their lesson planning and is easy to use. The a.rticle presents the model through commentary on a series of diagrams, each of which focuses on a stage in the planning process. Although designed for Language, Literacy and Communication, the integrated model is applicable to all learning areas and could easily be adapted by teachers. It is also adaptable to contexts other than the new South African cumculum.

Dynamic assessment is a dialectic procedure requiring teachers to assess learners' progress by paying attention to students' errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers' competence in carrying out the dynamic assessment, this case study explores the dynamic assessment conceptualization of two English language teachers. Data were gathered through video-recorded sessions, reflective reports, semi-structured interviews, and classroom observations. Results showed that while one of the teachers reconceptualized her role as a graduated prompt provider, the other teacher resisted adopting any roles that dynamic assessment requires. The study implies careful consideration of personal and contextual factors shaping teachers' assumptions to make a change in teacher practice.

The study of emotional aspects of interaction may tell us much about the social norms and the meta-mathematical rules according to which participants act during their mathematical activity. To illustrate this idea, we present the case of Jasmine, a 16-year-old student participating in a summer camp intended for exceptionally high achieving students in mathematics. Through a commognitive analysis of the interaction between Jasmine and her instructor (the first author), we examine the implicit metarules of discourse according to which the two participants acted and that, at a certain point, led to Jasmine's frustrated disengagement from the discussion. Adding the concept of "framing" shows that this episode could be characterized by the student and instructor's "misaligned frames".