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Relevant bibliographies by topics / Technological literacy

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Academic literature on the topic 'Technological literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Technological literacy"

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SAITO, Norifumi. "Technological Literacy." Journal of the Society of Mechanical Engineers 109, no. 1048 (2006): 140–41. http://dx.doi.org/10.1299/jsmemag.109.1048_140.

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Roy, Rustum. "Technological Literacy." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 569–70. http://dx.doi.org/10.1177/027046768700700324.

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Barnett, Michael. "Literacy, technology and ?technological literacy?" International Journal of Technology and Design Education 5, no. 2 (1994): 119–37. http://dx.doi.org/10.1007/bf00766812.

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Wylie, Caitlin, Kathryn Neeley, and Sean Ferguson. "Beyond Technological Literacy." Digital Culture & Society 4, no. 2 (December 1, 2018): 157–82. http://dx.doi.org/10.14361/dcs-2018-0209.

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Abstract We consider scholarly conversations about digital citizenship as a continuation of centuries of discourse about citizenship, democracy, and technoscience. Conceptually, we critique portrayals of citizenship from Jeffersonian polities to technical literacy to critical health and environmental justice movements. This analysis forms the basis for proposing an alternative, normative theoretical perspective on citizens’ engagement in governance: the ethics of care. This framework enables a move from citizens’ civic engagement as motivated by duty and risk perception to motivated by an affective desire to care for oneself and others. Using the ethics of care, we explore a digital citizenship project about civic open data in Charlottesville, Virginia, as an example of stakeholders caring about and for the construction of digital technologies as well as relationships of mutual interdependence between government and citizens. Despite pervasive assumptions and institutional gaps that limit this project’s success, this case illustrates the potential power of reframing the motivations for democratic engagement as relational and affective rather than based on fear or duty alone.

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Dugger, William E. "Standards for Technological Literacy." Phi Delta Kappan 82, no. 7 (March 2001): 513–17. http://dx.doi.org/10.1177/003172170108200707.

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Hasse, Cathrine. "Technological literacy for teachers." Oxford Review of Education 43, no. 3 (May 4, 2017): 365–78. http://dx.doi.org/10.1080/03054985.2017.1305057.

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Hayden, Michael A. "What Is Technological Literacy?" Bulletin of Science, Technology & Society 9, no. 3 (June 1989): 228–33. http://dx.doi.org/10.1177/027046768900900304.

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Hayden, Michael A. "What Is Technological Literacy?" Bulletin of Science, Technology & Society 9, no. 4 (August 1989): 228–33. http://dx.doi.org/10.1177/027046768900900404.

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Bugliarello, George. "Reflections on Technological Literacy." Bulletin of Science, Technology & Society 20, no. 2 (April 2000): 83–89. http://dx.doi.org/10.1177/027046760002000201.

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Waks, Leonard J. "Reflections on Technological Literacy." Bulletin of Science, Technology & Society 6, no. 2 (June 1986): 331–36. http://dx.doi.org/10.1177/027046768600600239.

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Dissertations / Theses on the topic "Technological literacy"

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Khotuntsev, Y. L., and A. J. Nasipov. "Formation of technological literacy and technological culture in school." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2012. http://hdl.handle.net/2237/17032.

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Hameed, Abdul. "Development of a test of technological literacy /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148759205022833.

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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.

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Bryan, Joyce Bethea. "Technological Literacy Assessment in Secondary Schools Through Portfolio Development." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/432.

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Secondary school students lacking technological literacy required for job success in the 21st century participated in an action oriented research study to increase their literacy levels. A team of teachers, 9th-grade students, media specialists, and a researcher implemented a technological and information skills model across subject -area disciplines in an effort to identify the needed skills and implement an instructional program for technological literacy. The researcher worked with a formative and summative committee to design and produce a conceptual design, scope, sequence, and instructional schedule that served four grade levels across subject area curricula. Teachers used an interdisciplinary approach to instruction and determined that effective and efficient teaching for technological literacy across the curriculum was achieved. Students successfully demonstrated performance in 14 core competencies over a two-month time period during regular courses in five major disciplines. During the study, students benefited from opportunities to engage in supplemental technological activities by individual choice. Performance of technological objectives was marked and entered on checklists for planned future entry into a networked database for use by all teachers and administrators. Individual checklists were printed and became a part of student portfolios displaying technological learning. Other items in the portfolios included self-entry and exit-analyses and pre- and post-instruction compositions. Assessment instruments developed for the study were used to evaluate teacher attitudes, portfolio development, student attitudes, and class performance. Teachers and technology committee members judged the program to be successful and projected a need for implementation of the program for the entire school population. Findings and recommendations showed that cross-discipline instruction based on the model used in the study was a solution for increasing student levels literacy through increased understandings and demonstrated performance. The study revealed a need for further research in areas of curriculum space, cooperative work, and contextual problem-solving education as they apply to improving technological literacy in secondary schools.

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Collier-Reed, Brandon I. "Pupils' experiences of technology : exploring dimensions of technological literacy." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/10295.

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Includes bibliographical references (leaves 155-162).
Technology is the driving force behind much of the change taking place in the world today. Consequently, across society, calls are being made to ensure technological literacy is a meaningful and central part of schooling to adequately prepare pupils to become part of an increasingly technologically driven world. However, studies have shown that large parts of society perceive technology primarily in terms of computers.

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Bessac, Kenneth W. "Perceived importance students have of technological literacy, technical skills and the areas of instruction that best provide the information and skills needed to live in the twenty-first century." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bessack.pdf.

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Glynn, John M. "Industrial employer's perceptions about technological literacy as an employability skill for new employees in Marathon County Wisconsin." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003glynnj.pdf.

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Moore, Julia Marie. "Virginia Technology Education Teachers' Implementation of Standards for Technological Literacy." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29620.

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The International Technology Education Association published Standards for Technological Literacy (STL) to assist technology educators in establishing curriculum to reflect technological literacy. Presently, the extent to which STL and the individual Standards are being used is not known. The problem of this study was to determine the extent to which Virginia secondary technology education teachers are implementing STL. A questionnaire was sent to 285 randomly selected Virginia secondary technology education teachers seeking information concerning their use of STL, their use of the individual Standards within STL, and their perceptions with regard to Rogersâ five attributes of innovation. Frequencies and percentages were calculated to describe the population and the respondentsâ perception of implementation of the individual Standards with regard to Rogersâ attributes of and innovation. A two way contingency table was used to evaluate the relationship between Rogersâ attributes of innovation and the implementation of individual Standards. Twenty percent of the respondents use STL with varying percentages for each individual Standard. These identified relationships may be used to assist change agents in understanding respondentsâ perceptions and assisting them in further implementing STL in Virginia.
Ph. D.

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Peer, Moshe. "Developing a descriptive-analytical approach to analysing technology learning materials and its implementation in analysing the Israeli Junior High School Programme." Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342922.

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Three technology curricula were published in Israel in the last decade, replacing the crafts curricula that had been implemented for approximately twenty years in Israel's elementary and junior high schools. The curricula for technology studies, too, were replaced in stages following the publication of the "Report of the Superior Committee for Scientific and Technological Education" (1992), which recommended the development of integrated science and technology curricula. According to the new integrated syllabus for science and technology in the junior high schools, Israel has begun to produce new curricular materials in two academic centers, involving hitherto unprecedented costs. The primary goal of this work is to develop a scheme for the analysis of technology learning materials to be used to determine whether the resulting materials address all aspects of the technology area of knowledge. Analysis of learning materials assists educators in making considered choices between the variety of existing materials, and thus contributes to the efficient implementation of the chosen curriculum. Analysis of learning materials may also improve the processes of planning and producing new materials by exposing the deficiencies of existing materials. The analysis scheme presented in this work is based on four basic factors in the education situation: subject matter, learner, milieu, and teacher. The scheme is not to be viewed as a normative measurement tool. The scheme is analytical and not judgmental. A scheme for the analysis of learning materials for science (specifically, biology) served as a model for development of the scheme presented herein. The scheme is intended for the use of both teachers and experts. Consequently, it is comprehensive and includes an explanation of the concepts, and analysts require guidance prior of its implementation. This study employed the qualitative research methodology, mainly documentation analysis and content analysis. The subject area of technology is undergoing process of conceptual consolidation and a search for a common denominator for all technological and engineering specialisations. There are currently numerous definitions that attempt to answer the question, what is technology? The central concepts of technology are unclear and consequently there are many approaches to technology education. (This work surveys twenty of the different approaches that are discussed in the professional literature. ) In the early stages of developing the 'subject matter' dimension of the analysis scheme, it became apparent that a conceptual infrastructure must first be established in order to clarify the "central areas of knowledge in technology" ("substantive structures") and the methodologies and methods used in technology problem solving ("syntactic structures"). The analysis scheme could not be completed without these conceptual frameworks. With the integration of technology instruction and other subjects, and the sciences in particular (the STS approach), technology has often been treated as a "mind-on" rather than a "hands on" subject. As a result, a gap has been created between real technology and school technology. In order to address this problem, an appendix to the analysis scheme has been developed, which details examples of "minds on" and "hands on" activities for the central areas of knowledge in technology. The analysis has been applied to the subject matter dimension of two units of study and has shown itself to be a powerful analytical tool for comparative analysis as

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Paydon, Alona S. "A comparison of technology literacy between seventh and eighth grade students in a middle school technology education program." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002paydona.pdf.

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Books on the topic "Technological literacy"

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J, Dyrenfurth Michael, Kozak Michael R, and Council on Technology Teacher Education (U.S.), eds. Technological literacy. Peoria, IL: Glencoe Division, Macmillan/McGraw-Hill, 1991.

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Dakers, John R., ed. Defining Technological Literacy. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053.

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Michael, Young. Towards technological literacy. London: University of London Post 16 Education Centre, 1991.

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Dakers, John R., ed. New Frontiers in Technological Literacy. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137394750.

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Bowyer, Jane. Scientific and technological literacy: Education for change. Paris: Unesco, 1990.

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R, Dakers John, ed. Defining technological literacy: Towards an epistemological framework. New York: Palgrave Macmillan, 2006.

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Lyons, Norman R. The basis for technological literacy: Experiments in exploration. Monterey, Calif: Naval Postgraduate School, 1986.

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Balsamo, Anne Marie. Designing culture: The technological imagination at work. Durham [NC]: Duke University Press, 2011.

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Technological Literacy Counts Workshop (1998 : Baltimore, Md.), ed. Technological literacy counts (TLC): A collaboration of educators and engineers : proceedings. Piscataway, NJ: Institute of Electrical and Electronics Engineers, 2000.

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Margaret, Mackey, ed. Media literacies: Major themes in education. London : New York, NY: Routledge, 2008.

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Book chapters on the topic "Technological literacy"

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Kimbell, Richard. "Innovative Technological Performance." In Defining Technological Literacy, 159–78. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_12.

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Mitcham, Carl, and J. Britt Holbrook. "Understanding Technological Design." In Defining Technological Literacy, 105–20. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_8.

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Dakers, John R. "Introduction: Defining Technological Literacy." In Defining Technological Literacy, 1–2. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_1.

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Samerski, Silja. "Genetic Literacy." In New Frontiers in Technological Literacy, 165–72. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137394750_12.

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Pitt, Joseph C. "Human Beings as Technological Artifacts." In Defining Technological Literacy, 133–42. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_10.

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Dakers, John R. "Towards a Philosophy for Technology Education." In Defining Technological Literacy, 145–58. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_11.

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Barlex, David. "Pedagogy to Promote Reflection and Understanding in School Technology-Courses." In Defining Technological Literacy, 179–96. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_13.

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Banks, Frank. "“Technology, Design, and Society” (TDS) versus “Science, Technology, and Society” (STS): Learning Some Lessons." In Defining Technological Literacy, 197–217. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_14.

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Murphy, Patricia. "Gender and Technology: Gender Mediation in School Knowledge Construction." In Defining Technological Literacy, 219–37. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_15.

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Dow, Wendy. "Implicit Theories: Their Impact on Technology Education." In Defining Technological Literacy, 239–50. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_16.

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Conference papers on the topic "Technological literacy"

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Martins, Ana, Mara Madaleno, and Marta Ferreira Dias. "Energy Literacy." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362938.

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Knieova, Veronika, Jan Janovec, Roman Kroufek, and Vlastimil Chytrý. "AFFECTIVE DIMENSION OF TECHNOLOGICAL LITERACY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1146.

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Winzker, Marco, and Andrea Schwandt. "Teaching embedded system concepts for technological literacy." In 2009 IEEE International Conference on Microelectronic Systems Education (MSE). IEEE, 2009. http://dx.doi.org/10.1109/mse.2009.5270821.

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González, José Antonio Canchola, and Leonardo David Glasserman Morales. "Digital adult literacy in virtual learning environments." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362901.

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Graabaek, Rune, Morten Larsen, Natasja Simone Jakobsen, and Janni Nielsen. "TECHNOLOGICAL LITERACY - A NEW SCHOOL SUBJECT MEETS REALITY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0078.

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Martins, Ana, Mara Madaleno, and Marta Ferreira Dias. "Energy Literacy: does age matters?" In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436653.

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Muhdhar, Mimien Henie Irawati Al, Muhamad Arjuna Salim, Shinta Amrul Khoirina, Racy Rizky Abdillah, Hamsiah Hamsiah, Muhammad Iqbal Akbar, Lely Mardiyanti, and Mohammad Qodri. "Analysis of technological literacy and environmental literacy of students in the Covid-19 pandemic." In ELECTRONIC PHYSICS INFORMATICS INTERNATIONAL CONFERENCE (EPIIC) 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0215780.

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George-Reyes, Carlos Enrique, Francisco Javier Rocha Estrada, and Leonardo David Glasserman-Morales. "Interweaving Digital Literacy with Computational Thinking." In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486412.

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Bazler, Judith A. "Effective Global Perspectives Influencing of Practicing Teachers’ Technological Literacy." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.734-001.

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Krupczak, J. J., D. Ollis, W. B. Carlson, J. Douglass Klein, K. Neeley, W. Grant Norton, B. Oakley, R. Pimmel, G. Pearson, and J. F. Young. "Panel - the technological literacy of undergraduates: Developing standard models." In 2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418186.

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Reports on the topic "Technological literacy"

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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), October 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development through technology. Thus, this framework outlines vital knowledge, skills and attitudes, nurturing digital literacy and technological adeptness. Aligned with an international model designed by UNESCO and Zambia's context, the framework standardises competencies, offers guidance, fosters teacher professional growth and bridges digital disparities, ultimately enhancing education quality.

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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, May 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.

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Busch, Ella, and Jacob Ware. The Weaponization of Deepfakes: Digital Deception on the Far-Right. ICCT, December 2023. http://dx.doi.org/10.19165/2023.2.07.

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In an ever-evolving technological landscape, digital disinformation is on the rise, as are its political consequences. In this paper, we explore the creation and distribution of synthetic media by malign actors, specifically a form of artificial intelligence-machine learning (AI/ML) known as the deepfake. Individuals looking to incite political violence are increasingly turning to deepfakes–specifically deepfake video content–in order to create unrest, undermine trust in democratic institutions and authority figures, and elevate polarised political agendas. We present a new subset of individuals who may look to leverage deepfake technologies to pursue such goals: far-right extremist (FRE) groups. Despite their diverse ideologies and worldviews, we expect FREs to similarly leverage deepfake technologies to undermine trust in the American government, its leaders, and various ideological ‘out-groups.' We also expect FREs to deploy deepfakes for the purpose of creating compelling radicalising content that serves to recruit new members to their causes. Political leaders should remain wary of the FRE deepfake threat and look to codify federal legislation banning and prosecuting the use of harmful synthetic media. On the local level, we encourage the implementation of “deepfake literacy” programs as part of a wider countering violent extremism (CVE) strategy geared towards at-risk communities. Finally, and more controversially, we explore the prospect of using deepfakes themselves in order to “call off the dogs” and undermine the conditions allowing extremist groups to thrive.

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Carlsson, Magnus, Stefan Eriksson, and Dan-Olof Rooth. Language Proficiency and Hiring of Immigrants: Evidence from a New Field Experimental Approach. Linnaeus University, School of Business and Economics, Department of Economics and Statistics., April 2023. http://dx.doi.org/10.15626/ns.wp.2023.1.

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Labor markets in advanced economies have undergone substantial change in recentdecades due to globalization, technological improvements, and organizational changes. Due tothese developments, oral and written language skills have become increasingly important evenin less skilled jobs. Immigrants – who often have limited skills in the host country languageupon arrival – are likely to be particularly affected by the increase in language requirements.Despite this increase in literacy requirements, little is known about how immigrants’ languageproficiency is rewarded in the labor market. However, estimating the causal effect ofimmigrants’ language skills on hiring is challenging due to potential biases caused by omittedvariables, reverse causality, and measurement error.To address identification problems, we conduct a large-scale field experiment, where wesend thousands of fictitious resumes to employers with a job opening. With the help of aprofessional linguist, we manipulate the cover letters by introducing common second-languagefeatures, which makes the resumes reflect variation in the language skills of real-worldmigrants. Our findings show that better language proficiency in the cover letter has a strongpositive effect on the callback rate for a job interview: moving from the lowest level of languageproficiency to a level similar to natives almost doubles the callback rate. Consistent with therecent development that language proficiency is also important for many low- and mediumskilledjobs, the effect of better language skills does not vary across the vastly different typesof occupations we study. Finally, the results from employer surveys suggest that it is improvedlanguage skills per se that is the dominant explanation behind the language proficiency effect,rather than language skills acting as a proxy for other unobserved abilities or characteristics.

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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Abstract:

Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.

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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.

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