Preliminary Conference Agenda

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Session Overview
Session
Papers 10: Education & learning
Time:
Wednesday, 25/Mar/2020:
11:00am - 12:30pm

Session Chair: Joacim Hansson, Linnaeus University
Location: Platon
Floor 4

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Presentations

Co-learning in a Digital Community: Information Literacy and Views on Learning in Pre-School Teacher Education

F. Hanell

Linnaeus University, Sweden

Through analysing how different views on learning enable pre-school teacher students to distinguish and use affordances offered by digital tools and the learning environment, this paper seeks to connect modes of appro-priation, identity positions and information activities to types of infor-mation literacy. Identity, particularly views on learning, is analysed to find out how a Facebook group to some students remains a sustainable digital community throughout teacher education. The paper reports results from a netnographical study conducted between 2012 and 2015. The material used in the analysis consists primarily of 12 semi-structured student interviews and 6 teacher interviews. In the thematic analysis, a socio-cultural perspec-tive on identity is applied. The concept affordance is used to analyse how identity is connected to use of digital tools and the learning environment. The findings show how the appropriation of the Facebook group is con-nected to identity positions and views on learning in two types of infor-mation literacy: a relational information literacy and a pragmatic infor-mation literacy. The normative function of co-learning is found to be an im-portant aspect of the learning environment of pre-school teacher education that explains why the digital community can be experienced as either in-cluding or excluding.



Educating for democracy? The role of media and information literacy education for pupils in Swedish compulsory school

H. Carlsson1, O. Sundin2

1Linneaus University, Sweden,; 2Lund University, Sweden

This paper reports a study of pupils’ experiences of media and information lit-eracy education in five Swedish schools by answering the following overarch-ing question, what roles do the teaching of information seeking and critical as-sessment of information play for pupils in their school work as well as in their everyday life?

Pupils in ninth grade were asked to fill in a questionnaire regarding their use of digital technology as well as their thoughts on media and information literacy education. The study show that many pupils are knowledgeable about the terms of production pertaining to content in most online sources they mention. Still, infrastructural meaning making, e.g. contextualizing discussions of Google and social media, that take into consideration issues of personalization, data integrity and surveillance, is largely lacking.

The study also shows that the school's teaching is central to the pupils’ de-velopment of a critical stance towards the information that they encounter online. These findings underline the importance of how schools choose to treat media and information literacy education. It is concerning then that infrastruc-tural meaning-making is quite absent in the pupils’ responses.



Understanding the Educational Landscape of Children with Autism in Bangladesh

A. Hridi1, S. Ahmed2, I. A. Abeer3, A. Saha3, A. Sinha3, M. S. Hossain4, N. Ahmed3, M. Sharmin2

1Western Washington University, USA; 2Clemson University, USA; 3North South University, Bangladesh; 4Independent University, Bangladesh

Early childhood education and teachers providing them play an imperative role in the development of children with autism, which motivated us to examine the cur-rent educational practices, teachers’ experiences, needs, and expectations in Bang-ladesh. Findings from our qualitative study with teachers (N=20) from four schools specializing in autism reveal that despite not having the required training for these kids they join the profession and even after getting a meagre salary they continue to teach them. We also found that their relationship with the parents is complex, resulted from a lack of effective communication about student progress. We propose a set of guidelines to design ICT tools which are a first step in ad-dressing how to improve the educational experience of the teachers and their stu-dents by leveraging existing ICT tools. We believe our findings will open ave-nues for future researchers and guide them in envisioning robust technology to aid the existing educational process.



 
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