Archive for May, 2017

Defining and measuring youth digital citizenship

May 28, 2017

http://journals.sagepub.com.ezphost.dur.ac.uk/doi/pdf/10.1177/1461444815577797

This article introduces a survey for digital citizenship in 11-17 year olds. It seems to me a bit more nuanced, and realistic, than some others I’ve seen which just ask yes/no questions about political activism.

They also mention a couple interesting projects:

‘…websites like TakingItGlobal (https://www.tigweb.org/tiged/) provide educators with opportunities to connect with other classrooms around engaging students to help solve global challenges.’

‘…organizations such as the Center for Information and Research on Civic Learning and Engagement (CIRCLE) (http://www.civicyouth.org/tools-for-practice/learning-community) provide tools for engaging youth in a range of civic learning opportunities.’

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Educating for Democracy in a Partisan Age

May 18, 2017

http://journals.sagepub.com/doi/abs/10.3102/0002831216679817

Kahne, J. and Bowyer, B. (2017) ‘Educating for Democracy in a Partisan Age’, American Educational Research Journal, 54(1), p.3-34.

This article is right along the lines I’ve been thinking about (in the ‘digital citizenship’ strand of my rhyzome). They used social media style, politically polarised items to test respondents’ reactions. Three key findings were

  • Respondents (aged 15-27) reacted (to some degree) according to their personal political beliefs, not the likelihood of the item being true (even when it was clearly false)
  • They were not more likely to answer objectively if they were more knowledgeable about politics.
  • But they were more likely to react objectively if they (reported that they) had had media literacy lessons in school.

The study didn’t ask what the lessons were like, though…so that’s another question.

The bibliography should also be very useful.

A Typology for an Online Socrates Café

May 17, 2017

http://www.tcrecord.org/Content.asp?ContentId=19365

I can’t get full access to this article, but from the abstract it looks like they were trying to achieve the kinds of things I’m thinking about. They were looking for (as far as I can tell) good principles for getting students to have serious, empathetic, fact-informed discussions about contentious topics.

Building empathy in an online community of teachers

May 16, 2017

This article looks at a scheme to increase empathy for a minority group, first among teachers and, through them, among students. They also used fiction as a way into empathy, expect in this case it was a popular TV show rather than novels. The intention was also to foster empathy among the participants as an emerging community of practice. It was hoped that they would use the experience to try similar empathy-building activities and discussions in their own teaching, and the online community was also a platform for them to talk about how these activities had gone. The findings suggest that the first phase at least had an impact.

Design Principles for Promoting Intergroup Empathy in Online Environments

All new coping mechanism

May 14, 2017

…a.k.a. doing something, whether worthwhile or not.

So I thought, my big ideas about helping students develop empathy through reading or through supported discussions or through training teachers to do these things with their students, they all hinged on time to do it properly in the form of a PhD or similar big research project. But there’s no reason I couldn’t do a little bit of it at home when I had time (and/or when the latest news item sets me off). 

Basically, this is a heads up that I’ll be posting stuff that I find along these lines. If you’re interested, great, if you’re not please don’t get too annoyed when they appear on your timeline : )

Here’s the first one; it’s along the empathy-and-literature lines although lacking in any significant findings…

The Power of Life Histories: Moving Readers to Greater Acts of Empathy Through Literature and Memoir http://forumonpublicpolicy.com/wp-content/uploads/2017/01/Lee-and-Madden.pdf 

Antigonish 2.0: A Way for Higher Ed to Help Save the Web | EDUCAUSE

May 8, 2017

http://er.educause.edu/articles/2017/5/antigonish-2-0-a-way-for-higher-ed-to-help-save-the-web

Why Facts Don’t Change Our Minds – The New Yorker

May 8, 2017

http://www.newyorker.com/magazine/2017/02/27/why-facts-dont-change-our-minds