The promise and challenges of using mobile phones for adult literacy training: Data from one Indian state

Tässä artikkelissa analysoidaan multimodaalista keskustelunanalyysia hyödyntäen, miten sanelun jälkeiset sekvenssit rakentuvat aikuisten luku- ja kirjoitustaidon koulutuksen luokkahuoneen vuorovaikutuksessa. Pitkittäinen aineisto on kerätty etnografisesti aikuisten luku- ja kirjoitustaidon koulutuksen yhteydestä sekä luokkahuoneen että arjen vuorovaikutustilanteista kahdeksan kuukauden aikana. Artikkelin aineisto sisältää 68 tuntia videotallenteita. Artikkelissa osoitetaan, että tyypillisesti huomion kohteeksi tuotu sana aluksi toistetaan, mitä seuraa yhdessä rakennettu multimodaalinen sananselitys. Tämän jälkeen fokusoidaan sanan semantiikkaan ja lopuksi sana taas toistetaan. Sananselitykset koostuvat yleensä ikonisista eleistä tai kehollisista esityksistä. Opiskelija saattaa esimerkiksi demonstroida juomistoimintaa selittääkseen, mihin vesipullo viittaa tai kehollisesti esittää avaavansa oven opettajan kysyttyä, mitä avata-sana tarkoittaa. Näin ollen analyysissa pohditaan, miten ymmärtämistä voidaan osoittaa kehollisilla vuoroilla, kun osallistujien yhteiset kielelliset resurssit ovat vähäiset. Artikkeli tuo uutta tietoa luku- ja kirjoitustaidon koulutuksen sananselitysten rakenteesta ja kehollisten ja materiaalisten resurssien merkityksestä niissä. Lisäksi esitetty analyysi nostaa esiin tarpeen tutkia, miten lukutaito-opiskelijoiden multimodaalisten resurssien käyttö mahdollisesti muuttuu ja kehittyy ajan kuluessa. Embodied and material word explanations in adult literacy-training classroom interactions In this article, multimodal conversation analysis is employed to analyse classroom interaction between users of Finnish as a second language. More specifically, the author investigates the structure of co-constructed multimodal word explanation sequences that occurred after a dictation exercise during a classroom interaction given as part of adult literacy training. Typically, the salient word is repeated, there then follows a co-constructed multimodal word explanation, after which the conversation focuses on the semiotics of the word in question. Finally, students repeat the word again. To explain words, students primarily use embodied resources, most often iconic gestures or embodied enactments. For instance, a student might demonstrate the action of drinking to explain what the word vesipullo (‘water bottle’) refers to, or physically enact opening a door when the teacher has asked what avata (‘to open’) means. The analysis discusses how comprehension is demonstrated in embodied turns in which the participants’ shared linguistic resources are limited. The longitudinal data was collected ethnographically over eight months, both from classroom interactions and everyday encounters with groups of adult second-language and literacy learners in Finland. The data for the article comprises approximately 68 hours of video and audio recordings. The empirical findings of this study present new information about the structure of word-explanation sequences and the role of embodied and material resources used therein. Moreover, they shed light on questions of the role of multimodal resources in second-language and literacy training and call for further research into the development of their use over time.

Download Full-text

Adult Literacy Training

PsycEXTRA Dataset ◽

10.1037/e438152008-322 ◽

1967 ◽

Author(s):

Billy R. Howard

Keyword(s):

Adult Literacy ◽

Literacy Training ◽

Adult Literacy Training

Download Full-text

Managing adult literacy training

Prospects ◽

10.1007/bf02220152 ◽

1982 ◽

Vol 12 (2) ◽

pp. 163-184 ◽

Cited By ~ 1

Author(s):

Abdun Noor

Keyword(s):

Adult Literacy ◽

Literacy Training ◽

Adult Literacy Training

Download Full-text

Graph-Based Spam Image Detection for Mobile Phone Spam Image Filtering

International Journal of Software Innovation ◽

10.4018/ijsi.2015100106 ◽

2015 ◽

Vol 3 (4) ◽

pp. 72-86

Author(s):

So Yeon Kim ◽

Kyung-Ah Sohn

Keyword(s):

Mobile Phone ◽

Mobile Phones ◽

Clustering Algorithms ◽

Image Data ◽

Training Data ◽

Spam Filtering ◽

Visual Words ◽

Image Descriptors ◽

Image Spam ◽

E Mail

Spam images in mobile phones have increasingly appeared these days. As the spam filtering systems become more sophisticated, spams are being more intelligent. Although detection of email-spams has been quite successful, there have not been effective solutions for detecting mobile phone spams yet, especially, spam images. In addition to the expensive image processing time, insufficient spam image data in mobile phones makes it challenging to train a general model. To address this issue, the authors propose a graph-based approach that utilizes graph structure in abundant e-mail spam dataset. The authors employ different clustering algorithms to find a subset of e-mail spam images similar to phone spam images. Furthermore, the performance behavior with respect to different image descriptors of Pyramid Histogram of Visual Words (PHOW) and RGB histogram is extensively investigated. The authors' results highlight that the proposed idea is fairly meaningful in increasing training data size, thus effectively improving image spam detection performance.

Download Full-text

Information literacy training effectiveness on Cambodia's province-based undergraduates

International Journal of Comparative Education and Development ◽

10.1108/ijced-11-2019-0057 ◽

2020 ◽

Vol 22 (4) ◽

pp. 263-280

Author(s):

Cheyvuth Seng ◽

May Kristine Jonson Jonson Carlon ◽

Jeffrey Scott Cross

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Self Efficacy ◽

Effective Means ◽

Training Data ◽

Short Term ◽

Research Activity ◽

Content Type ◽

Literacy Training ◽

Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

Download Full-text