Changes in digital communication technologies have impacted on society so rapidly that educational researchers, policy makers and teachers are challenged by the application of…
Abstract
Changes in digital communication technologies have impacted on society so rapidly that educational researchers, policy makers and teachers are challenged by the application of these changes for curriculum design, pedagogy and assessment. The multimedia facilities of digital technologies, particularly mobile hand held devices and touch pads, encourage the processing of several modes simultaneously. Thus the traditional concept of literacy as reading and writing has changed as these rarely occur in isolation within digital communication. Many students are engaged in more sophisticated use of technologies outside school than they experience at school. Moreover, participation in gaming and social networking has created significant social and cultural change.
At the same time there have been many initiatives in classrooms to adapt to the learning potential of new technologies with schools introducing laptops, iPads, or students’ own devices. While issues such as pedagogy and equity offer challenges there are new and exciting ways forward for literacy education in an inclusive learning environment. This chapter will examine attempts to re-define literacy with theories such as ‘multiliteracies’, ‘multimodality’ and ‘new literacies’. These have developed to explain the changes in communication and to offer educators ways to balance the incorporation of new modes of communication with those skills of reading and writing that are seen as core for a literate person.
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Alyson Simpson and Maureen Walsh
This paper aims to interrogate the place of literature in the digital world and the way a narrative is represented in digital spaces. In the changing landscape of digital, mobile…
Abstract
Purpose
This paper aims to interrogate the place of literature in the digital world and the way a narrative is represented in digital spaces. In the changing landscape of digital, mobile and virtual texts, the authors aimed to examine how multimodal and animated elements in digital narratives engage young readers and encourage affective and aesthetic reader response?
Design/methodology/approach
The study was an exploratory, interpretive qualitative research study undertaken in a classroom of 28 10-year-old boys in grade 5. The investigators analysed data recorded during a lesson where students responded to the textual conventions and literary features of a traditional story read in print and multimodal digital format. Two coding systems were used to identify students’ understanding of textual conventions along with the nature of their responses.
Findings
The results suggested that when students are prompted to attend to the impact of multimodal layering in digital literature, affective, aesthetic and critical responses, they are encouraged in their interpretations. The responses emphasised the importance of teacher scaffolding and development of meta-language in teaching literature in both print and digital form.
Research limitations/implications
Because of the small sample and limited data set, the research results lack generalisability. Therefore, researchers are encouraged to test the proposed implications further.
Practical implications
The paper includes implications for teacher pedagogy, while teaching reading with multimodal narratives in digital form.
Originality/value
This paper offers insight into the differences between print and multimodal literary texts; it codes students’ responses to multimodal texts and offers a method for analysis.
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Maureen Walsh Koricke and Teresa L. Scheid
Purpose – Patient safety and adverse events continue to present significant challenges to the US health care delivery system. Mandated reporting of adverse events can be a…
Abstract
Purpose – Patient safety and adverse events continue to present significant challenges to the US health care delivery system. Mandated reporting of adverse events can be a mechanism to “coerce” hospitals to identify, evaluate, and ultimately improve the quality and safety of patient care. The objective of this study is to determine if the coercion of mandated reporting impacts hospital patient safety scores.
Methods – We utilize the US News and World Report 2012–2013 Best Hospital Rankings which includes patient safety data from US teaching hospitals. The dependent variable is a composite measure of six indicators of patient safety during and after surgery. The independent variable is state mandated reporting of hospital adverse events. Three control variables are included: Magnet accreditation status, surgical volume, and the percentage of surgical admissions.
Findings – Using ordered logistic regression (n = 670 hospitals) we find a positive, but not significant, relationship between state mandated reporting and better patient safety scores.
Implications – This finding suggests that regulatory policy may not actually prompt performance improvement, and our data point to the need for further study of both formal and informal processes to manage patient safety within the hospital.
Originality – While increased reporting of adverse events has been linked to hospitals providing safer care, no research to date has examined whether or not state-level mandates actually lead to improvements in patient safety.
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Tracey Bowen, Maureen T.B. Drysdale, Sarah Callaghan, Sally Smith, Kristina Johansson, Colin Smith, Barbara Walsh and Tessa Berg
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on…
Abstract
Purpose
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.
Design/methodology/approach
A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.
Findings
Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.
Originality/value
This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.
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Maureen Snow Andrade and Jonathan H. Westover
The purpose of this paper is twofold: first, to determine if job satisfaction increases with age, and if this is consistent across countries; and second, if individuals belonging…
Abstract
Purpose
The purpose of this paper is twofold: first, to determine if job satisfaction increases with age, and if this is consistent across countries; and second, if individuals belonging to the same age cohort, who experience similar life conditions and events and have been posited to share common attitudes and behaviors, differ in terms of job satisfaction, and if this difference is comparable across countries.
Design/methodology/approach
The study provides a comparative analysis of the impact of age and generational differences on job satisfaction globally, based on non-panel longitudinal data from the most recent wave of the International Social Survey Program (Work Orientations IV, 2015).
Findings
Age has a positive statistically significant impact on job satisfaction (e.g. the older you get, the more satisfied you are with your job). However, the same analysis with each specific age cohort indicates that age is only statistically significant with the baby boomers. Statistically significant cross-generational differences exist in the levels of job satisfaction across generations and cross-generational differences in the determinants of job satisfaction. Most differences are seen between the silent generation and the other three age cohorts.
Originality/value
Previous comparative studies have found that job satisfaction across generations, even within the same or similar countries, shows little variation. Research measuring the relationship between age and job satisfaction indicates three key contradictory findings – satisfaction increases with age, decreases with age, or no relationship exists. The current large-scale, global study updates and extends previous research by exploring similarities and differences in job satisfaction and work quality characteristics by age cohort, with a global sample.
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The purpose of this paper is to reflect on the journey so far for the North Wales Regional Single Point of Access (SPOA) through the lens of programme manager with views from the…
Abstract
Purpose
The purpose of this paper is to reflect on the journey so far for the North Wales Regional Single Point of Access (SPOA) through the lens of programme manager with views from the programme team. SPOA is the integration of access points to community health and social care services with strengthened links to the third sector, one SPOA in each of six local authorities in the Betsi Cadwallader University Health Board footprint.
Design/methodology/approach
Kotter’s 8 step theory of change model (1996) supplemented by the organisational, cultural and professional and contextual factors from research that impact on integrated working between health and social care (Cameron et al., 2012); the focus is programme level.
Findings
Kotter’s 8 step model is a useful tool for reflection on the factors identified in research that promote and hinder integrated working. Key messages and innovative ideas of interest for practitioners embarking on a similar “Quest”, including: “keep using your ‘levers for change’”, “Adopt and Adapt”, “right people in the right place”, “it’s ok to tweak your vision, ‘Make it mean something to everyone’, ‘accept and Adapt’, ‘Don’t sweat what you can’t affect’, ‘Find your allies – it’s better together’, ‘Celebrate ‘small wins’’, ‘The people’s voice drives change’ and ‘a sense of humour brings you through’”.
Research limitations/implications
This is a personal reflection from the North Wales Regional SPOA Programme.
Originality/value
It makes use of collaborative work focused on delivering a SPOA, helping others to learn from the struggle.
Diben
Diben y papur hwn yw adlewyrchu ar y daith hyd yn hyn ar gyfer Un Pwynt Mynediad Ranbarthol Gogledd Cymru (SPOA) yn bennaf trwy olwg rheolwr y rhaglen ond mae hefyd yn cynnwys safbwyntiau tîm ehangach y rhaglen. Yn greiddiol i’r SPOA ceir integreiddio pwyntiau mynediad i wasanaethau iechyd cymunedol a gofal Cymdeithasol gyda chysylltiadau wedi eu cryfhau i’r Trydydd Sector, un SPOA ym mhob un o’r 6 Awdurdod Lleol sydd o fewn ôl troed bwrdd Iechyd Prifysgol BC.
Cynllun/methodoleg/dull
Canfu model damcaniaeth newid (1996) 8 cam Kotter, a ategir gan y ffactorau sefydliadol, diwylliannol a phroffesiynol a’r ffactorau cyd-destunol yn sgil ymchwil mai effaith ar waith integredig rhwng iechyd a gofal cymdeithasol (Cameron et al., 2012) sy’n rhoi’r strwythur i’r papur adlewyrchol hwn; sydd, ar y pwnt hwn o’r daith, yn canolbwyntio ar lefel y rhaglen.
Canfyddiadau
Roedd model 8 cam Kotter yn offeryn defnyddiol ar gyfer yr adlewyrchiad hwn ar y daith hyd yn hyn. Mae ein profiad hyd yn hyn mewn cytgord â’r ffactorau a nodir mewn ymchwil sy’n hyrwyddo ac yn rhwystro gwaith integredig. Mae ymarfer adlewyrchu wedi galluogi negeseuon allweddol a syniadau arloesol a allai fod o ddiddordeb i ymarferwyr sy’n dechrau ar ‘Gais’ tebyg, i gael eu hatgyfnerthu. Mae ein negeseuon allweddol sydd mewn cytgord ag eraill ym maes gwaith integredig fel a ganlyn: ‘Nodi a pharhau i ddefnyddio eich ‘dylanwadau ar gyfer newid’, ‘Mabwysiadu ac Addasu’ , ‘Cael y bobl iawn yn y lle iawn’ , ‘Ni fydd eich rhaglen yn dod i ben os byddwch yn addasu eich gweledigaeth, ‘Gwneud iddo feddwl rhywbeth i rywun’, ‘Derbyn ac Addasu’, ‘Peidio poeni am y pethau na allwch wneud unrhyw beth yn eu cylch’, ‘Canfod eich cynghreiriaid – mae’n well gyda’ch gilydd’, ‘Dathlu eich ‘buddugoliaethau bach’, ‘Mae llais y bobl yn bwerus i lywio newid’ a ‘chofiwch mae synnwyr digrifwch yn dod â chi drwyddi’.
Cyfyngiadau/goblygiadau ymchwil
Mae hwn yn adlewyrchiad personol o Raglen Un Pwynt Mynediad Rhanbarthol Gogledd Cymru.
Gwreiddoldeb/gwerth
Mae’n defnyddio gwaith cydweithredol ag yn canolbwyntio ar gyflawni SPOA, gan gynorthwyo eraill i ddysgu trwy’r her.
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The increased and varying presence of spirituality within mental health services has assisted practitioners to consider how individual beliefs might shape behaviors…
Abstract
The increased and varying presence of spirituality within mental health services has assisted practitioners to consider how individual beliefs might shape behaviors, relationships, and communication patterns. Constraints arise when assumptions about the meaning and nature of the spiritual beliefs is associated with an organized religion such as Christianity, which can hinder open inclusion within clinical and supervisory practice. When there is a dominant discourse about how Christianity (and other religions) has inherent and current instances of historical abuse at the foreground, policy-makers have used this as reason to be cautious about open inclusion in practice. This chapter seeks to open a more integrated conversational space between spirituality, reflexivity, and black mental health.
Given there is a great deal of scope for transforming mental health services for Black service users there remains a plethora of possibility for joining systemic reflexivity with spirituality (Cook, Powell, & Sims, 2010). There is less discourse around the applicability of spirituality expressed within leadership and supervisory practice; however, it can play a significant role for leaders, managers, and supervisors who practice from positions of spiritual awareness, orientation, and competence. There is particular relevance for Black African-Caribbean practitioners that consider they have a history of strength-based spiritual approaches and support systems inherent within their cultural identity (Boyd-Franklin, 1989). Consideration needs to be given as to how the associated concepts of collaboration, community cohesion, and support systems might assist professionals within leadership and organizational development roles as part of addressing Black mental health service provision.