Socio-cultural Theory Interest Group (ScTIG) Seminars
Thursday, 28 May, 13:00 - 14:30
University of Manchester, Oxford Road,
Ellen Wilkinson Building, Room C3.19/C3.20
Dr Ritva Engeström,
University of Helsinki
Center for Activity Theory and Developmental Work Research
Theoretical Thinking in Research: Discourse, Activity and Reflexivity
With informal discussion of 'use' and 'exchange' value in maths to follow (14:30 - 15:30)
RSVP to Valerie.Farnsworth @ manchester.ac.uk and to request readings.
Wednesday, 29 April, 4:30 - 6:00
University of Manchester, Oxford Road,
Ellen Wilkinson Building, Room AG.3
Dr Yvette Solomon,
Lancaster University, Department of Educational Research
with response from Visiting Professor Etienne Wenger
Building relationships with/in mathematics: exploring undergraduate learning communities
Success in mathematics is not necessarily accompanied by a positive identification with the subject - even those who choose to study it at undergraduate level frequently express unstable identities of potential or actual marginalisation, exclusion and failure. This discussion presents an analysis of such 'fragile identities', focussing on accounts from students in three universities. It explores the ways in which they draw on and create personal and public stories which enable some, but not all, to continue to function as successful undergraduates. I will focus in particular on the role of physical space in their learning communities, with a postscript on virtual space and an experimental use of the social networking site FACEBOOK in one of the universities.
Thursday 19 March, 4:00 - 5:30
Ellen Wilkinson, Room C3.19/C3.20
Susan Brown, University of Manchester
Exploring Perceptions and Use of Web 2.0 Across Disciplines: A CHAT Perspective
The potential of Web 2.0 technologies in education is a theme receiving increasing attention in many tertiary educational institutions. Little explored, however, is the ways in which perceptions of the potential of Web 2.0 in learning and teaching practices among academics are influencing the uptake and use of Web 2.0 for that purpose.
In this ScTIG seminar, Susan will discuss a research project, supported by the School of Education, which is looking at perceptions, among academics across disciplines at the University, of the value of Web 2.0 in teaching and at the factors that may be influencing these perceptions. Susan will attempt to pull together key points emerging out of the data as they relate to activity theoretical perspectives.
Thursday, 26 February, 4:00 - 5:30
University of Manchester, Oxford Road,
Ellen Wilkinson Building, Room C3.19/C3.20
Dr Andrew Whitworth,
University of Manchester, School of Education
Information Obesity:
Critical theory and information literacy
This SCTIG seminar is based on a new book which reviews the fields of ICT and information literacy education from a critical theory perspective. Information obesity is debilitating for our minds and bodies in analogous ways to physical obesity. It is caused not only by a glut of information (a.k.a., information overload), but by a reduction in quality (highlighted by phenomena such as counterknowledge, conspiracy theories, an increased lack of trust in the media and so on); a lack of skills or fitness in managing and processing information; and by pressures to consume information, often before we have judged its worth.
This presentation discusses the causes of information obesity and then critically reviews both ICT skills education and information literacy, the two most common educational responses. These are reviewed in light of a theory of information which views it as an environmental resource, and which is subject to schemes of value which operate at all three levels of society: the macro-level, objective world of global technical and knowledge structures; the micro-level, subjective world of personal contexts, aesthetics and so on; and between them, the meso-level of communities and intersubjective communication. The different value systems present in each of these three levels are not always compatible.
Critical theory can therefore help show the tension between the informational needs of individuals, and the roles they are expected to play in organisations. Information literacy is usually described in ways that suggest what learners need are filters that work only at the subjective level, but in real work situations, the information needs and resources which the information literate actor is supposed to reconcile have already largely been decided for them, at higher, more structural levels of society.
Solutions to this problem cannot, by definition, be found in the systemic, macro-level structures of society, but may be resolvable at the meso, community level, through the regeneration and nurturing of local informational and physical environments.
Andrew Whitworth is the Programme Director for the MA: Digital Technologies, Communication and Education. He has published research into the use of virtual learning environments in universities, staff development and information literacy. His book Information Obesity will be published by Chandos in March 2009.