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My Ed.D. thesis proposal: What does it mean to be ‘digitally literate’? I submitted the second version of my Ed.D. thesis proposal a while back now. Essay Contest. I had to essays conclusion, re-submit as I failed the first submission. This was a bit of a shock to the system, never having failed anything academically before. It was actually partly my supervisor’s fault – who has now left the University of Durham and doesn’t have a doctorate himself… :p. I was advised to wait until I had the marks back for the thesis proposal before posting it on environment contest my blog.

Upon reflection, I could see this was a sensible thing to do, so now I’ve heard back and I’ve passed I’m going to post it in a research paper, its entirity. I received 63% for the following, which isn’t disastrous but less than I would have hoped for. Because it’s my second submission, however, the mark that’s recorded is 50%. At the environment end of the day, I’m not overly concerned: my Ed.D. overall is pass/fail… #128578; The comments on the following were: This is a solid proposal which provides a detailed reflection of the relevant literature in which the proposed study is to be grounded.

Although covered in less detail than the literature section, the proposal provides an appropriate methodological base for the research. The proposal suggests a cross-cultural component and it is tv benefits, important in this context that similarities as well as ‘discrepancies’ are identified and that the study does not become unmanageable. In general this is a good solid proposal. The proposal itself follows after the ‘tag’ cloud that is indicative of its contents (courtesy of TweetClouds) What does it mean to environment, be ‘educated’ and paper, ‘digitally literate’? The impact of ICT and the knowledge society upon education in the 21st century. Society is changing at an unprecedented rate. The nature of the family, how we connect with other people, the ways in which our leaders are held accountable, and the extent to which the contest media controls our lives are fundamentally different even from 25 years ago. Members of every culture and society have the world of everyday experience mediated by technologies, traditions and cultural norms or expectations. (Petrina, 2007:168; Achterhuis, 2001:71) The technologies which mediate life in the 21st century in first-world nations are powerful communicative devices and are developing at an incredibly fast pace. This means that the search way in which the world is understood and presented to individuals can be somewhat incoherent and environment contest, is certainly very different from that of previous generations. In turn, unless they are willing to change to watching essays, adapt to the needs and future requirements of learners, schools are in danger of becoming, ‘even more quaint and shaky against contest the backdrop of technology.’ (Smith Curtin, 1998:227)

Schools are the link between generations: they bridge the gap between the knowledge and skills of the previous generation and that of the next generation. One of the roles of educational institutions is to ensure that young people have the knowledge and problem essay on school, skills for the world of work. But education is not simply about preparing young people for their working life, as evidenced by recent ‘personalising learning’ initiatives that have emerged across the western educational landscape. There remains something more holistic about the education system that aims at essay contest, producing ‘educated’, ‘literate’ citizens. As we discover more about how the brain works and watching, about how students learn best, so what we mean by an ‘educated’ person changes. Environment Essay. Technology also has a role to play in essay against gay mariiage, this, as for some educational thinkers it to a great extent redefines what it means to be ‘literate’. Schools, therefore, are increasingly investing in and exploring educational technology in an attempt to ensure that they remain relevant to the world outside the school gates. Whilst there is a top-down drive to adopt such technologies, however, their pedagogical use is still being worked out at essay contest, a grass-roots level.

With society in a state of flux and research, of radical transformation schools need to find a way of bridging the gap between their traditional role and the technologically-mediated world in which their pupils now inhabit. It is an open problem about essay contest which Jacques Delors (Delors, 1996a:172), president of essays about a process UNESCO wrote in 1996: …there is a decisive issue at environment essay contest, stake here, and it is important that schools and universities should have a central place in essay against gay mariiage, a profound change that is affecting the essay contest whole of essay gay mariiage society. There is no doubt but that individuals’ ability to environment essay, access and process information is set to become the determining factor in their integration not onlyinto the working environment but also into a research, their social and cultural environment. The concept that shall be discussed in what follows as ‘digital literacy’, therefore, would seem to be a key one for schools and individuals who want to environment, play an active role in the ‘knowledge society’. There is solution on school, a tension at the heart of school life between preparing students for an uncertain future whilst continuing traditional notions of what constitutes a school. Successfully resolving this tension should result in educational institutions producing ‘educated’ young people who are ‘literate’ within the domains they shall operate, both now and in environment essay contest, the future. However, due to the scale of social change witnessed over the last 25 years, coupled with the almost exponential rate of research search technological development and uptake, resolution of this tension is becoming increasingly difficult for schools. Environment. What does an ‘educated’ person look like in the 21st century? Are traditional literacy skills enough? Although some work has been done in attempting to make a traditional curriculum more flexible, coherent and relevant, few explicit identifications of about a process what constitutes a literate, educated person in the 21st century have been made (McCain, 2005:49). Having a clear focus as to what it means to have the requisite tools for life in the 21st century – to be ‘digitally literate’ – would enable schools to synthesise the traditional and the new more effectively.

Whilst definitions are both historically and culturally situated (Barton Hamilton, 2000:8), it should be possible to identify common usage, at least implicitly, of what educators and policy makers mean when they talk about being ‘educated’ – and environment essay, therefore ‘literate’ in a 21st century sense. In contrast to the view satirised by search Charles Dickens’ character of Gradgrind in Hard Times (‘Teach these boys and girls nothing but Facts’), to be ‘educated’ in the 21st century is a more slippery idea to essay contest, pin down. There is little agreement as to what the purpose of education is in the 21st century. Some thinkers on the topic are instrumentalists, seeing education as a means to a (usually vocational) end, whereas others stress the importance of the research paper search process. Likewise, as has been argued extensively, (Barton Hamilton, 2000:11-12; Muller, 2000:56; Delors, 1996b:85) ‘literacy’ ranges across domains and contest, applies to problem solution essay on school, much more than reading and pencil-and-paper writing. Agreement upon what it means to be a ‘literate’ person, therefore, is also difficult to find.

To have some clarity as to what it means to be ‘digitally literate’ will help move on the debates taking place at all levels in the western education system. Environment Contest. Instead of these conceptions being an updated version of tv benefits essays what was learned at school by the previous generation, there needs to contest, be a thorough review of the needs of both students and the workplace. An active examination of the possibilities offered by new (educational) technologies should inform this review in order for it to be as forward-looking as possible. The views of stakeholders and interested parties need to a research paper, be analysed and compared in order to discover motivations, potential conflicts and areas of agreement. Once these notions of what it means to be ‘literate’ in the 21st century have been resolved then the way forward for education to move towards new pedagogies and ways of environment essay working should become clear. At present, however, the essays a process lack of essay contest clarity as to tv benefits, what it means to be ‘digitally literate’ means that teachers are subjected constantly to new proposals and reforms that aim to resolve the tension between the old and contest, the new. Without an idea of the purpose of education, it would seem that these efforts are ultimately doomed to fail. To explore claims that traditional notions of literacy are not sufficient for 21st century education. To analyse policy documents from government down to cite a research paper, school level in order to discover the level of coherence in evidence. To highlight discrepancies between pedagogy and practice regarding educational technology in schools. To survey briefly the situation in environment contest, other countries regarding digital literacy skills.

To come up with workable, 21st-century definitions of what it means to be ‘digitally literate’ (i.e. Essays. literate in the 21st century) Despite Tony Blair’s famous commitment to ‘education, education, education’, the Labour government in contest, the United Kingdom is notoriously cagey when it comes to defining and setting out the purpose(s) of education and schooling. Implicit in many of the pronouncements made and reforms undertaken is a focus upon the financial well-being of the individual, and therefore the nation. Against Gay Mariiage. Achieving ‘economic well-being’ is even enshrined in the compulsory Every Child Matters agenda to be implemented by schools (HMSO, 2003). Leaving aside the use of essay contest education as a vehicle to economic prosperity, however, at paper search, least one of the purposes of schooling must be to produce ‘educated’ young people. What is meant by an ‘educated’ person in essay contest, the 21st century, however, is research, difficult to environment contest, define. In the about a process past this was much more straightforward, defined by the educational elite. Essay Contest. Today, however, even leading educational thinkers such as David Carr (2003:11-12) have difficulty in pinning down a notion of what it now means to be ‘educated’:

The best we can so far say is that to be educated is to come to appreciate or value for their own sake the non-instrumental or teleological (intrinsically valuable) features of those forms of knowledge, understanding and skill for which a reasonable educational case has or can be made. Just to have studied or have some knowledge or skill, however, does not make one educated. One must be able to communicate one’s learning in a meaningful way and put it into against, practice. Carr argues that the notions of ‘education’ and ‘schooling’ need to be untangled (Carr, 2003:15,134), much in the same way that clarification needs to be sought over the difference between being ‘educated’ and being ‘literate’. With the multiplicity of ways in which knowledge can be communicated in the 21st century comes new literacies to be able to transmit and receive knowledge in these new ways. It has been fashionable of late to ascribe to ‘literacy’ those characteristics that would have traditionally gone under the guise of being ‘educated’. (Delors, 1996a:174; Snyder, 2002:181; Rodriguez Illera, 2004:49-50) Literacy, with the essay contest emergence of new domains of application such as ‘computer literacy’ and ‘visual literacy’, has enjoyed an penalty essays conclusion, elevation in status. From being seen originally as being able to read and write or as a means to gaining an education, it is now widely regarded as an end in itself. Environment Contest. An understanding of what it means to be ‘literate’ in the 21st century should lead to a greater understanding of what it means to be ‘educated’, if indeed the latter is something over and above the former. According to the Oxford English Dictionary, the adjective ‘literate’ means, ‘acquainted with letters or literature; educated, instructed, learned.’ To many educational thinkers, however, this is an problem, outdated definition. Essay Contest. In 1958 UNESCO defined literacy as ‘the ability of an individual to read and write with understanding a simple short statement related to his/her everyday life.’ The difficulty with both these definitions is problem essay, that they categorise people as either literate or illiterate allowing for no shades of grey. Literacy is defined on a ‘macro’, global level without an understanding of literacy within a given domain or for a specific purpose.

There is no scope with these definitions to be able to describe an individual as literate when it comes to pencil-and-paper-based reading and writing, but almost ‘illiterate’ when dealing within a domain mediated by technology. Understood broadly, literacy can be an elusive human construct: it means different things and involves different skills depending upon the culture and environment contest, time period within which an individual operates. Whilst in the western world ‘literacy’ has traditionally meant the ability to read and write with pencil and paper, this makes a nonsense of societies with oral traditions and records. Against. Postmodern educational thinkers have therefore attempted to essay contest, deconstruct ‘literacy’, understanding it to consist in essay spirit, many different ‘literacies’. The main stimulus to this, as Kellner (2002:163) attests, is the widening use of technology in society: As technological convergence develops apace, individuals need to combine the skills of critical media literacy with traditional print literacy and new forms of multiple literacies to access and navigate the new multimedia environments. This depends on an enlarged view of literacy, one that goes beyond the mere functional skills set out in UNESCO’s 1958 definition. Environment. Literacy becomes ‘gaining the death essays conclusion skills and knowledge to read and interpret the text of the world and to successfully navigate and negotiate its challenges, conflicts, and crises,’ (Kellner, 2002:157) ‘the application of… knowledge for specific purposes in specific contexts,’ (Scribner Cole, 1981 – quoted in Rodriguez Illera, 2004:51), a ‘set of social practices’ that are ‘historically situated’ (Barton Hamilton, 2000:8,13). Literacy in the postmodern view is a fragmented notion: contextually dependent and culturally constructed. Environment Contest. New literacies are being formed all the time (Reilly, 1996:218).

This has led to against gay mariiage, the compartmentalisation of essay different forms of literacy such as ‘computer literacy’, ‘visual literacy’, and ‘critical media literacy’ which served to demonstrate how, for example, an extremely literate person on the traditional view could be ‘illiterate’ when it comes to communicating with the tv benefits essays aid of technology. Whilst the postmodern deconstruction of literacy has been useful for environment essay purposes of clarification, something about the original holistic meaning of ‘literacy’ has been lost. Literacy is reduced to a science, as training within a given domain. There remains something of a binary distinction between those who are literate within a domain and those who are not. UNESCO’s most recent definition in its 2004 position paper (UNESCO, 2004:13) recognises and addresses the limitations of both its own 1958 position and that of postmodern thinkers: Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. This definition is an Hegelian-type synthesis of the original, 1950s holistic definitions of literacy, and its more fragmented definition under postmodernism.

Literacy is research paper, a process, not a state (Rodriguez Illera, 2004) and as such underpins abilities within a given domain. It is better, therefore, to environment contest, talk of someone having or lacking literacy skills within the domain of paper digital technologies, rather than ascribing to them a state of being ‘digitally literate’ or ‘digitally illiterate’. Shades of grey within each domain are recognised which build towards an overarching global ‘literacy’. As evidenced above, recent definitions of what it means to be ‘educated’ by those in control of education in the UK are hard to come by. Elsewhere in the western world they are more forthcoming, however.

A representative statement is enshrined, for example, in the definitions set down by Michigan State University as part of its VISION 2004 reorganisation: An educated person is someone who has learned how to acquire, analyze, synthesize, evaluate, understand, and communicate knowledge and information. An educated person has to environment essay, develop skills that respond to changing professional requirements and new challenges in society and the world at large. He or she must be able to take skills previously gained from serious study of one set of problems and apply them to another. He or she must be able to locate, understand, interpret, evaluate, and use information in an appropriate way and ultimately communicate his or her synthesis and understanding of that information in a clear and accurate manner. That is to say that being an ‘educated’ person involves taking skills and knowledge from one domain and applying them to another, as well as making links between areas of knowledge and keeping up to date with developments within one’s field and those which affect it. This definition appears to have more in common with traditional conceptions of wisdom than it does with those of literacy (Town, 2003:54). Put simply, becoming literate can be thought of as acquiring the skills to be able to participate in against, the discourse of environment essay contest a particular domain, whereas becoming educated is to be able to range across domains and synthesise the knowledge that has been gained. The domains of knowledge within educational schools have traditionally been subject-based. Teachers are teachers of one or more specific subjects and the knowledge, if not the skills, learned are particular to that domain. Cite A Research. However, as Muller (2000:2) states, knowledge is intrinsically social – which means that the boundaries and constituent elements of domains of knowledge are socially determined and defined.

As a result, literacies change as societal definitions of environment domains of knowledge change. We view knowledge within a given domain through the lens of current literacies (DiSessa, 2000:65) meaning that what an individual can know and against gay mariiage, understand is limited by and dependent upon their use of semantic and technological tools. Limiting the ‘micro-literacies’ that make up the environment more holistic view of literacy (‘macro-literacy’) is to gay mariiage, limit the ability of the individual to access some of the knowledge within a given domain. For example, using the ‘micro-literacy’ of familiarity with some digital technologies could allow Geography students to communicate in environment contest, real-time with other students around the world. The knowledge they would gain from this would be of a different order from that which they could construct from the cite inputs of environment teacher and textbook. Each ‘micro-literacy’ the students develop counts towards a more global Geographical ‘macro-literacy’. In turn, this would feed into an ever-higher ‘macro-literacy’ that enables the student to function in the world they inhabit.

To be ‘educated’, therefore, could be understood as making links between various domains, which in turn depends upon both micro- and macro-literacies. Macro-literacies cannot be developed without first developing micro-literacies. If knowledge is information contextualised within a given domain, and domains are dependent upon cultural and societal factors, then knowledge is affected by the rate of change of a society. When the rate of societal change and technological innovation is reasonably slow – or at least relatively stable – educational institutions are able to predict what an educated person will look like in ten to fifteen years’ time and prepare students accordingly. When the rate of societal change and technological innovation increases, however, these predictions become less accurate and strategies have to employed in watching tv benefits essays, order for educational institutions to be able to environment essay contest, function. In practice this means schools sitting on a spectrum somewhere between reactionary measures and furiously attempting to keep up with the latest initiatives. The difficulty that schools face, as Bourdieu (1988, cited in Snyder, 2002:178) notes, is that to transform the present one must have a secure grasp upon it. Given the ‘precariousness’ of solution on school spirit contemporary life this is difficult to achieve: the ‘sociality’ of knowledge means that domains of knowledge and of enquiry are constantly shifting. As a result educational institutions walk a tightrope between anticipating the world which their students will inhabit and introducing them to environment, the knowledge and skills that have been and are currently being used by cite a research paper society.

The rate of change of society in the 21st century is environment essay, being driven to a great extent by penalty essays developments in technology. As the OECD report Learning to Change: ICT in Schools (2001:9) noted, Information and Communications Technology (ICT) has changed the way we live and communicate with one another: The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and environment, even on the notion of an watching essays, educated person. It has led to the concept of the knowledge society – sometimes also called the learning society or information society. There is essay contest, a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. A Research Paper. The growth of the essay knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education.

Education has a pivotal role to play in society as it is the link between past and future generations. In the past this link has been relatively easy to achieve, as the knowledge and skills useful to acquire would vary only penalty conclusion, slightly within a generation. Environment. In the on school brave new world of digital technology, however, fundamental shifts in required knowledge skill sets and knowledge can occur several times within a generation. The most important skill one can have in a world where knowledge has a ‘half-life’ (Machlup, 1962) is to essay contest, learn how to learn, to watching essays, have a secure framework or scaffold upon which new knowledge can be grafted and discarded when necessary. This changing nature of essay contest knowledge has been described by Siemens (2006) as knowledge having ‘broken away from its moorings, its shackles’. Tv Benefits Essays. Nowhere is this more evident than in environment essay, the realm of educational technology where, using the penalty tools already available in most schools, learners across the world can communicate, interact and environment essay contest, share. The feeling amongst many writers uneasy with current western-style education systems is that tools which can (and in most cases should) be used to death penalty essays, radically transform the way young people are educated in the future are being used to prop up the existing system. Tools which should be used to create new literacies are being shoehorned to supplement or gloss those of the past. Some writers talk of these digital tools being retro-fitted to outdated pedagogies to produce what could be termed ‘School 1.5’ instead of ‘School 2.0’. Ironically, when these tools do not lead directly to contest, huge learning gains, at about a process, least on such measures as school league tables and environment essay, the like, it is the tools themselves rather than the pedagogy and education system which are blamed.

Using relevant technologies is essential in 21st century education when it is the principal way by which the world is mediated to individuals; new pedagogies need to be constructed to use the tools and technologies invented and used outside of the school gate. When tools such as online read/write reference resources become more accessible than books and lecture notes, a shift occurs in against, the way that learners conceptualise not only research, but the world itself. As many authors have noted, we use technology to shape the world – but tools, technological or otherwise, also shape us (Burnett, 2002:145; Apple, cited in Darder, et al., 2003:454; Demetriadis, et al., 2003:34; Provenzo, et al., 1999:40; Sutherland, et al., 2004:6) Although he could not have envisaged the online worlds available to environment essay, us through the essays a process Internet, the contest effect of problem spirit such tools on learners is put perhaps most succinctly by environment Dewey (1925, quoted in Blacker McKie, 2003:235): A tool is a particular thing, but it is more than a particular thing, since it is a thing in problem on school spirit, which a connection, a sequential bond of nature is embodied. It possesses an objective relation as its own defining property. Its perception as well as its actual use takes the environment essay contest mind to other things. The use of a research paper educational technology, then, mediates the experience of learners with regard to environment essay contest, education and to knowledge, but then so does the use of any tool. Penalty Essays. This process of human-created tools mediating human experience has an impact upon education: learners need to be able to environment contest, use and death penalty conclusion, shape these tools for their own ends. Essay Contest. To be ‘educated’ involves being able to leverage semantic and tv benefits essays, technological tools across domains in order to make connections. To view the possibilities and environment essay, potential impact of educational technology requires a re-imagining of teaching and essay, learning. Even with a reconceptualization of what it means to be ‘educated’ and ‘literate’ in the 21st century, what does not change is the human element in learning, a thread that winds its way from the Socratic dialogues through to 21st century classrooms and (virtual) lecture theatres.

Although there were fears in essay, the early 1970s when computers first began to be integrated into the mainstream that society would become dehumanised, the former still serves as a tool to cite paper, the latter. In fact, using ICT is more than just a tool, as computers and essay contest, other digital devices are flexible enough to adapt to the user and present them with many different communication and processing options. It is tv benefits, perhaps better visualised as a plethora of many intellectual tools. This nuanced view is contest, unfortunately missing in much of the discussions surrounding educational technology and the use of computers in schools more generally. Lemke (2002:45) perhaps demonstrates the on school most balanced understanding of the ways that educational technology can be used to enhance learning. New technologies can often do the job of simulating and environment essay contest, talking about the typical activities of the community far better than the average teacher in the average classroom. Tv Benefits Essays. Technologies will not, however, be able to substitute for direct participation, nor will they be able to replace thoughtful guidance of students’ critical reflection and analysis, nor the emotional encouragement of achievement and creativity that live teachers provide. The difficulty is that the majority of educators do not understand the revolutionary potential of ICT to their day-to-day teaching.

What they see as akin to the television or overhead projector has, if not the ability to ‘blow up the school’ (Papert (1984), cited in Cuban, 1986:72), then certainly the environment essay ability to help create an environment where learners can construct their own educational tools. Solution Essay On School Spirit. Micro-literacies can be thought of as having the ability to create, or at least modify, tools in essay contest, order to make sense of the knowledge within a given domain. Teaching youngsters how to use existing, outdated tools when a culture is undergoing radical change, is at best anachronistic (Claxton, 2002:23). Educational technology is not the answer to everything – a teacher’s pedagogical outlook and teaching ability is still the biggest determinant factor in solution essay, the quality of a learner’s education – but technology does allow different kinds of environment contest ‘ecologies’ to be created. These are more likely to be focused on learning than on ‘teaching’. (Burnett, 2002: 145) ‘Learning ecologies’ demand a different approach to education than has been possible previously, and is reflected in some of the ‘personalising learning’ agendas that have made their way into policy in some areas of western education. Research Search. Instead of the school or teacher-centred model of learning that mass education has been built upon thus far, a learner-centred ecology has been mooted, especially by constructivists. The driving force behind this has been the environment essay contest possibilities opened up by ICT, which has driven curriculum change (OECD, 2001:15) and a rethink of what we mean by ‘literacy’. The difficulty lies in what Levin Riffel (1997:18) call the ‘logic of confidence’: schools can remain fundamentally unchanged so long as they are seen as embodying the right kind of activities and essay, processes. Instead of taking steps to improve learning, tests are taken as a substitute.

Progress is measured by teachers becoming adept at getting learners through examinations at increasingly higher levels. As politicians also have an environment essay contest, interest in these examination results, the whole system becomes somewhat of a charade. Given this barrier, the greatest bequest of ICT to education thus far may have been simply to point out how stale and boring traditional teaching actually is research paper search, (Burniske Monke, 2001:258). Whilst educational systems remain in the straightjacket of results and are inextricably linked to a country’s political system, the essay contest possibilities of essays about new technologies are likely to be directed towards existing hegemonic power structures. Environment Essay Contest. However, as Blacker McKie (2003:241) argue, ICT may provide the perfect, invisible, weapon: a tool presented as neutral, but actually fundamentally value-laden and about a process, used to perpetuate the position of the elite within society. Environment. Whilst those in spirit, positions of control can manipulate the education system and contest, the political process to research, continue their hegemonic power, then the potential of technology and other innovations are likely to environment contest, be minimal. Whilst the use of technology is not inevitable, as a society we have made a decision to put it at essays about a process, the centre of our culture – much in the same way as we did with the automobile in the 1950s. (Balle, quoted in Eraut, 1999:89) To ‘jump off the wagon’ and consider a change of essay direction (Apple, quoted in tv benefits, Darder, et al., 2003:456) would involve a radical change in our civilization. Educators need, therefore, to use the tools available – especially those being used outside the school gates, the contest cultural experiences of the majority (Beavis, 1998:242). Tv Benefits Essays. To do otherwise is to prepare young people for a reality that no longer exists – something that is environment contest, perhaps best illustrated by the following tale told by Benjamin (1971, quoted in Tiffin Rajasingham, 2003:117), …a prehistoric tribe… decided to introduce systematic education for its children.

The curriculum was specifically designed to death, meet particular survival needs in the local environment and so included such subjects as sabre-tooth-tiger-scaring-with-fire. But the environment essay contest climate of the region changes and the sabre tooth tigers perish. Attempts to change the curriculum to meet new survival needs encounter stern opposition. There will always be opposition to major reforms or a new direction: tradition and the status quo are powerful conservative forces. But education in the 21st century is about using knowledge and making connections to cite, create educated people in essay contest, a sense relevant to today’s society. To be ‘literate’ is a relative notion depending both upon the domain within which one is operating and the relevance of that domain to contemporary life. Uniquely, in against, the 21st century we could be faced with a literacy problem despite over 99% of people in western society being able to essay, read and write.

Whilst it will remain possible, at least for the time being, for individuals to essay gay mariiage, be considered ‘educated’ without using ICT, these individuals will miss out on a large chunk of what it means to be ‘literate’ in the 21st century. The micro-literacies they lack, involving the ability to connect and understand the world mediated by digital devices, will serve as barriers to communication and environment essay contest, expression. Technology introduces new ways for humans to communicate and death penalty, create, introduces new micro-literacies that contribute to the wider ‘macro-literacy’ construct and, as a result, redefines what is meant by an ‘educated’ person in the 21st century. What does it mean to be an ‘educated’ person in the 21st century? Is there such a thing as ‘digital literacy’? How do ‘micro literacies’ feed into wider ‘macro literacies’? What is the most appropriate learning theory for essay the 21st century? The proposed thesis will be non-empirical; policy documents, official reports, and scholarly works will provide the data required. Whilst this negates problems surrounding ethical treatment of research subjects, issues remain as to how to approach and make sense of the data.

There are two main methodological paradigms to make sense of research data: the quantitative approach and the qualitative approach. A purely quantitative approach assumes that objective descriptions of death penalty essays ‘reality’ can be made and environment contest, that context-free generalisations are possible. A purely qualitiative approach, on the other hand, denies any reality external to that created by the enquirer. On top of this resides dialecticism, a meta-paradigm dependent upon the first two – and Pragmatism, more an heuristic to research search, guide research using these paradigms. To attempt to environment essay contest, understand domains, societies and digital spaces within the confines of essay a positivist quantitative paradigm would seem to be overly-restrictive.

When discussing the physical world it is environment essay, possible to hold a post-positivist approach, acknowledging the reality of the external world whilst holding that our relations to essay, it can only ever be subjective. When discussing arenas that include digital spaces and connections, however, it is difficult to see how even this nuanced view of the positivist project can be sustained. On the contest other hand, the qualitative paradigm also seems to suffer from a poverty of descriptive power when it comes to the ‘blended’ digital/physical arenas that constitute the research ‘knowledge society’. Environment. People do agree upon the way the world is, connect meaningfully, and experience things in broadly similar ways. To take a blindly poststructuralist/postmodernist view and to watching essays, insist on the subjectivity of the external, therefore, would be to lose the essay ability to describe blended arenas and spaces in a meaningful way. Against Gay Mariiage. A dialectical approach, meanwhile, whilst appearing attractive in essay contest, synthesizing approaches, seems teleological which is something to be avoided. Certainly given the radically democratic nature of the Internet, for against example, no individual or group can direct the ends of the masses.

At the environment same time, the technology itself does not dictate what it is used for; this depends upon the human user(s). Perhaps the best approach to take, therefore, is the Pragmatic one. This is problem essay on school, a ‘multi-methodology’ that looks to understand the world from many viewpoints, therefore building up a more coherent picture. Contest. This fits in well with the idea discussed above of about a process ‘micro’ and ‘macro’ literacies and environment contest, also gives more of a picture of what it means to be ‘educated’ in the 21st century. Pragmatism was originally formulated by Charles Sanders Peirce in the pragmatic maxim:

Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to have. Then, our conception of these effects is the whole of a research paper our conception of the object. (quoted in Potter, 1996:94) By this, Peirce meant that concepts (and therefore knowledge statements) emerge from the effects of environment things such as tools and objects. We need, therefore, to know how tools – digital and otherwise – are actually being used rather than how it was that they were intended to a process, be used. Objects and concepts cannot be separated and considered to have a separate ‘reality’ from the essay contest sum total of the effects they have upon search, people and the environment. As a result, considering these effects from multiple points of environment essay view allows us to understand better those objects and spirit, concepts.

In terms of ‘digital literacy’ this means analysing how government pronouncements work in practice, how policy documents translate into ‘reality’, and considering how representative are surveys and studies making claims about learners in the 21st century. The thesis, then, shall include data collection in the form of analysis of policy documents from government down to grass-roots level. An adaptation of the eight-step process outlined by Johnson and Onwuegbuzie (2004) shall be considered as a model to move from contest, research question through to essays, analysis. This, briefly stated is: Formulation of research question(s) Outline of purpose of mixed research Selection of environment essay research methodologies Data collection Data analysis Data interpretation Legitimation Final report with conclusions drawn. The data being collected in this non-empirical thesis comes from a multitude of sources.

As a result, the Pragmatic method will allow for research from various backgrounds to be juxtaposed and cite, synthesised where appropriate to give a bigger and more coherent picture. Steps 4-6, data collection, analysis and interpretation will therefore be somewhat combined rather than in distinctive ‘steps’. Step 7 (Legitimation) will have to come at environment, the same time as Step 3 (Selection of methodologies) to give credence to the entire project. This will result, therefore, in a five-step process: Formulation of research questions(s) Outline of purpose of research Selection and legitimation of research methodologies Data collection, analysis and interpretation Conclusion. This process within the Pragmatic framework will allow an a research, understanding to be gained of environment essay how the many stakeholders, interested parties and pressure groups within the UK education system conceive of ‘digital literacy’ and what it means to cite paper, be ‘educated’.

A multi-methodological approach should ascertain the extent to which these conceptions are diverse. At times, ‘hard’ data – such as that provided by research from a predominantly quantitative perspective – will be analysed and at others a ‘thicker’, more descriptive perspective will be required. The thesis will not attempt to make general and sweeping claims about the essay contest whole education system but instead, where appropriate, highlight conflicts, disagreements and disparities in the wording and implementation of death conclusion policies surrounding digital literacies. This should inform what it means to be ‘educated’ in the 21st century. Finally, a comparison shall be drawn with other countries in terms of varying approaches to 21st century education and what it means to be ‘digitally literate’. Difficulties shall certainly arise here in terms of ease of access to policy documents below governmental level. However, where it would seem that the policies and environment essay, incentives evident in another country or culture would benefit the educational system in England and Wales, these shall be highlighted.

Those countries that it would be worth researching initially, it would seem, are Singapore (government commitment to digital infrastructure), the United States (for purposes of comparison), and another European country such as Sweden or Norway. This, whilst not the main focus of the search thesis, should nevertheless give a flavour of global links, issues and concerns and essay contest, situate the rest of the discussion in a context. The proposed thesis shall focus upon the concept of ‘digital literacy’, using a Pragmatic method in an attempt to understand the educational landscape within which it resides in England and Wales. By comparing and contrasting research, governmental policy documents, the death penalty conclusion views of various groups within education and on the fringe, and what goes on in schools, a broad view of essay contest what literacy means in death essays conclusion, the 21st century should be obtained. These shall then be compared and contrasted both internally and essay, with other countries, especially economic competitors to the UK as a whole. Achterhuis, H. Essay. (2001) Philosophy of environment essay Technology: The Empirical Turn (Indiana University Press) Apple, M. (2003) ‘Is the New Technology part of the research paper solution or part of the problem in education? (in A. Darder, M. Baltodano R.D. Torres, The Critical Pedagogy Reader; London) Barton, D. Contest. M. Paper. Hamilton (2000) ‘Literacy Practices’ (in Barton, D., Hamilton, M. Ivanic, R. (eds.), Situated Literacies: reading and writing in context, London) Beavis, C. (1998) ‘Computer games, culture and curriculum’ (in I. Snyder (ed.), Page to Screen: taking literacy into essay contest, the electronic era; London, 1998) Blacker, D. J. McKie (2003) ‘Information and on school spirit, Communication Technology’ (in N. Blake, et al. Essay. (eds.), The Blackwell Guide to the Philosophy of Education; Oxford, 2003) Burnett, R. (2002) Technology, Learning and Visual Culture (in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Age, London) Burniske, R.W. L. Monke (2001) Breaking Down the Digital Walls: learning to teach in a post-modem world (New York) Carr, D. (2003) Making Sense of Education: an introduction to the philosophy and theory of education and teaching (London) Claxton, G. (2002) ‘Education for the Learning Age: A Sociocultural Approach to Learning to Learn’ (in G. Wells G. Claxton (eds.), Learning for essays about Life in the 21st Century, Oxford, 2002) Cromer, A. (1997) Connected Knowledge: Science, Philosophy, and Education (Oxford) Cuban, L. (1986) Teachers and Machines: the essay contest classroom use of death essays conclusion technology since 1920 (London) Delors, J., (1996a) Choices for environment education: the political factor, in J. Delors (ed.), Learning:The Treasure Within (UNESCO, France) Delors, J. (1996b) The Four Pillars of tv benefits Education, in J. Delors (ed.), Learning:The Treasure Within (UNESCO, France, 1996) Demetriadis, S., et al. (2003) ‘ Cultures in essay contest, negotiation’: teachers’ acceptance/resistance attitudes considering the infusion of technology into schools’ (Computers Education, 41, 2003) Dickens, C. (2007 ed.) Hard Times (London) DiSessa, A.A. (2000) Changing Minds: computers, learning, and literacy (London) Eraut, M. (1991) Education and the Information Society: a challenge for European policy (London) Friedman, T.L. (2005) The World Is Flat: the globalized world in the 21st century (London) Johnson, R.B.

A.J. Onwuegbezie (2004)’Mixed Methods Research: A Research Paradigm Whose Time Has Come’ (Educational Researcher, Vol. A Research. 33, No.7, 14-26) Kellner, D.M. Essay. (2002) ‘Technological Revolution, Multiple Literacies, and the Restructuring of Education’ (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age, London) Lemke, J.L. (2002) ‘Becoming the Village: Education Across Lives’ (in G. Wells G. Claxton (eds.), Learning for Life in the 21st Century, Oxford, 2002) Levin, B. Against. J.A. Riffel (1997) Schools and the Changing World: struggling toward the future (London) Machlup, F. (1962) The Production and Distribution of Knowledge in the United States (New York) McCain, T. (2005) Teaching For Tomorrow: teaching content and problem-solving skills (Thousand Oaks, California) Michigan State University (2004), VISION 2004 statement (, accessed 3 October 2007 – cached at Muller, J. (2000) Reclaiming Knowledge: social theory, curriculum and education policy (London) OECD (2001) Learning to Change: ICT in Schools Okan, Z. (2003) ‘Edutainment: is learning at risk?’ (British Journal of Educational Technology, 34:3) Petrina, S. (2007) Advanced Teaching Methods for the Technology Classroom (New York) Postman, N. (1993) Technopoly: the contest surrender of culture to technology (London) Potter, V.G. (1996) Peirce’s Philosophical Perspectives (New York) Provenzo, E.F., et al. (1999) Computers, Curriculum, and Cultural Change: an introduction for teachers (London) Reilly, B. (1996) ‘New Technologies, New Literacies, New Patterns’ (in C. Fisher, D.C. Watching. Dwyer K. Yocam (eds.), Education and Technology: reflections on computing in environment essay contest, classrooms (San Francisco) Rodriguez Illera, J.L. (2004) ‘Digital Literacies’ (Interactive Educational Multimedia, number 9 (November 2004) Siemens, G. (2006) Knowing Knowledge (, accessed 24 August 2007) Smith, R. Cite Paper. P. Curtin (1998) ‘Children, computers and essay, life online: education in a cyber-world’ (in I. Snyder, Page to Screen, London) Snyder, I. Essays About. (2002) ‘Communication, Imagination, Critique – Literacy Education for contest the Electronic Age’ (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age, London) Stonier, T. C. Conlin (1985) The Three C’s: children, computers, communication (Chichester) Sutherland, R. InterActive project team, ‘Designs for Learning: ICT and paper, knowledge in the classroom’ (Computers Education, 43, 2004) Tiffin, J. L. Rajasingham, (2003) The Global Virtual University (New York) Town, J.S. (2003) ‘Information Literacy: definition, measurement, impact’ (in A. Martin H. Rader (eds.), Information and IT literacy: enabling learning in the 21st century, London, 2003) UNESCO (2004) ‘The Plurality of Literacy and its Implications for Policies and Programmes (France) Wow Doug – looks pretty darn impressive to me. Also looks like a heck of a lot of work. Well done! How dare they fail your first submission – it was a masterpiece ;o)

PS love the quotation in your new header – very amusing :oD. Thanks for the praise, Jenny and Lisa! #128578; @Lisa: This is actually the one of which you kindly agreed to proof-read a draft. Have you noticed that the quotation in the header changes when you refresh the page? :-p. I subscribe to George Siemens elearningspace and environment essay, received an email today, with a link to your blog. It’s come at paper, an opportune time, I’m considering concept papers for my ed.D. as well (at Nova Southeastern Uni).

For a course leading up to my concept paper, I wrote papers on social networking, globalisation and technological progress as well as trends in education. ON another note, where I teach ( an International School in Kuala Lumpur) is moving towards at 1:1 program. We’ve visted 3 different schools, where terms such as “21st century learners” and “21st century literacy skills” are mentioned, however not articulated. I loved your proposal, similar to the direction where I am heading. Hi Bron, glad you liked the proposal and essay contest, you found it useful! #128578;

George Siemens has linked to this proposal, but for some reason it doesn’t seem to have shown up with a trackback… :-s. Thought your proposal was great. I’m starting my research for my Ed.D in primary schools in the West of Scotland. My topic is very similar to research paper, yours, ‘The impact of life on environment contest literacy practices: Digital Literacy in primary schools’. I’ll send you my first paper soon.

I’ll send you my first paper soon. That would be great Jane – thanks! It’ll be interesting to penalty essays conclusion, compare and contrast not only primary/secondary issues, but those of the Scottish/English systems. #128578; I#039;m leading an initiative at environment essay, my universtiy that aims to define and deliver Digital Fluency as a core graduate attribute. 6 months into this work and cite a research paper, people here are now getting really interested in environment, the concept and its relevance to 21st century learning. Let me know if you#039;d be interested in this -happy to share what we#039;ve learnt so far. That sounds very interesting! With Jane at the Primary level, myself at the Secondary level and paper search, you at University level, we’ll have it all covered. Do get in touch via the environment essay contest contact form directly to let me know what you’re up to. #128512; quite impressive, indeed. would like to know what the evaluators thought to be the missing 37 % ? I sympathise on the failure thing. Check out my post on the subject.

I reckon this is a good topic, but potentially broad. There’s certainly a wealth of material on the blogosphere that you could use. There are quite a few analogies with functional literacy that can be drawn. First if all: your work looks very good. I don’t understand what your evaluators might want more… I’m working (and it will be very probable also part of my PhD..) on a project about the concept of “digital competence”. We are developing also tests and other assessments. Maybe it could be useful share our works… 1. Essay Against Gay Mariiage. Is DL the same at all age levels (e.g., high school graduate vs college graduate)? 2. Is DL the essay same for all professions?

3. Who is to define DL — you? Pretty subjective and not very research based. 4. Put all research results in a table to see which one says what skill is needed. 5. Won’t your results be outdated almost by the time you’re finished? Thanks for the questions and feedback. My response: 1. That’s certainly something I’ll be looking at. Research Search. My gut feeling is that they’d all be on the same spectrum, yes.:-) 2. I’d need some counter-examples to prevent me simply saying ‘yes’.

In the same way that ‘literacy’ ranges across domains, so ‘digital literacy’ does, I think. 3. I’ll be looking at how others have defined digital literacy and environment contest, whether definitions of other terms come close to what I’m getting at. I’ll be looking for consensus, common sense and tentative suggestions, not dogmatic statements about what I believe – so I hope it will be research-based and moving towards some type of objectivity. :-p. 4. I’m not entirely sure what you mean by this. Could you elaborate? 5. Perhaps, but hopefully not! Also, I’m undertaking the Ed.D. for research paper a variety of reasons. One of the strongest is for my development and so I interact with a wide range of literature and resources.

It’s as much about me grappling with issues as it is environment contest, about contributing something original.:-) 4. If you’re going to research what others say about DL and what skills are included in those definitions, then it makes sense to put that info into a table so that you can compare visually across columns/rows. I’m due to start my Ed.D next year. It’s really interesting and useful to problem on school, read your proposal. Environment. At present I’m considering focusing on the relationship between the primary school and parents (stakeholders) in light of the Ed changes since 1988. Your proposal is impressive.Incidentally,I just passed my Ed.D proposal.I am studying at the university of penalty essays conclusion Sheffield.I am focusing on boys and literacy.But I am curious:How can a non doctoral research supervisor manage the work of a doctoral student?

@Andre: Exactly! I haven’t been too impressed with the lack of urgency in environment essay contest, finding myself a new one, either… #128577;

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Guidelines for writing a literature review. by Helen Mongan-Rallis. Environment Essay? Last updated: November 21, 2014. [Note: For these guidelines, in some sections I have quoted directly some of the paper the steps from: Galvan, J. (2006). Writing literature reviews: a guide for students of the behavioral sciences (3rd ed.) . Environment? Glendale, CA: Pyrczak Publishing. ] A literature review is not an annotated bibliography in which you summarize briefly each article that you have reviewed. While a summary of the what you have read is contained within the literature review, it goes well beyond merely summarizing professional literature. It focuses on a specific topic of interest to you and includes a critical analysis of the relationship among different works, and relating this research to your work. It may be written as a stand-alone paper or to essays about a process provide a theoretical framework and rationale for a research study (such as a thesis or dissertation). These guidelines are adapted primarily from Galvan (2006). Galvan outlines a very clear, step-by-step approach that is very useful to essay use as you write your review. I have integrated some other tips within this guide, particularly in penalty essays suggesting different technology tools that you might want to consider in helping you organize your review.

In the sections from environment contest, Step 6-9 what I have included is the outline of essay against gay mariiage those steps exactly as described by Galvan. I also provide links at essay the end of this guide to resources that you should use in order to search the literature and as you write your review. In addition to using the step-by-step guide that I have provided below, I also recommend that you (a) locate examples of literature reviews in your field of study and skim over these to get a feel for what a literature review is and how these are written (I have also provided links to a couple of essays a process examples at the end of these guidelines (b) read over environment essay contest other guides to writing literature reviews so that you see different perspectives and approaches: Some examples are: Read through the paper links provided below on APA guidelines so that you become familiar with the essay common core elements of gay mariiage how to environment contest write in APA style: in particular, pay attention to general document guidelines (e.g. font, margins, spacing), title page, abstract, body, text citations, quotations. It will help you considerably if your topic for your literature review is the one on watching essays which you intend to do your final M.Ed. project, or is in some way related to the topic of your final project.

However, you may pick any scholarly topic. Step 3: Identify the literature that you will review : Familiarize yourself with online databases (see UMD library resource links below for help with this), identifying relevant databases in your field of study. Using relevant databases, search for literature sources using Google Scholar and essay, also searching using Furl (search all sources, including the Furl accounts of other Furl members). Some tips for identifying suitable literature and narrowing your search : Start with a general descriptor from the watching essays database thesaurus or one that you know is already a well defined descriptor based on past work that you have done in this field. You will need to experiment with different searches, such as limiting your search to descriptors that appear only in essay contest the document titles, or in paper search both the document title and in essay the abstract. Redefine your topic if needed: as you search you will quickly find out if the essays about a process topic that you are reviewing is environment essay, too broad. Try to about a process narrow it to a specific area of interest within the environment essay broad area that you have chosen (remember: this is merely an introductory literature review for Educ 7001). It is a good idea, as part of your literature search, to look for existing literature reviews that have already been written on against this topic. Contest? As part of your search, be sure to essays about identify landmark or classic studies and theorists as these provide you with a framework/context for your study.

Import your references into your RefWorks account (see: Refworks Import Directions for guide on how to do this from environment essay contest, different databases). You can also enter references manually into RefWorks if you need to. Once you have identified and located the articles for death conclusion your review, you need to analyze them and organize them before you begin writing: Overview the articles : Skim the environment essay contest articles to get an idea of the general purpose and content of the article (focus your reading here on the abstract, introduction and first few paragraphs, the death penalty essays conclusion conclusion of contest each article. Tip: as you skim the essays about a process articles, you may want to record the notes that you take on each directly into environment RefWorks in the box for User 1. Tv Benefits Essays? You can take notes onto note cards or into environment essay a word processing document instead or as well as using RefWorks, but having your notes in RefWorks makes it easy to organize your notes later. Group the essay gay mariiage articles into categories (e.g. into topics and subtopics and environment contest, chronologically within each subtopic). Once again, it's useful to enter this information into your RefWorks record. You can record the topics in the same box as before (User 1) or use User 2 box for the topic(s) under which you have chosen to place this article. Take notes : Decide on the format in which you will take notes as you read the articles (as mentioned above, you can do this in RefWorks. Problem Solution On School? You can also do this using a Word Processor, or a concept mapping program like Inspiration (free 30 trial download), a data base program (e.g.

Access or File Maker Pro), in an Excel spreadsheet, or the old-fashioned way of using note cards. Be consistent in contest how you record notes. Define key terms: look for differences in the way keys terms are defined (note these differences). Note key statistics that you may want to use in the introduction to your review. Select useful quotes that you may want to include in your review.

Important : If you copy the exact words from an article, be sure to cite the page number as you will need this should you decide to problem solution essay spirit use the quote when you write your review (as direct quotes must always be accompanied by page references). To ensure that you have quoted accurately (and to save time in environment contest note taking), if you are accessing the article in a format that allows this, you can copy and paste using your computer edit -- copy -- paste functions. Note: although you may collect a large number of quotes during the note taking phase of watching your review, when you write the review, use quotes very sparingly. The rule I follow is to quote only when when some key meaning would be lost in translation if I were to paraphrase the original author's words, or if using the original words adds special emphasis to a point that I am making. Note emphases, strengths weaknesses: Since different research studies focus on different aspects of the issue being studied, each article that you read will have different emphases, strengths. and weaknesses. Your role as a reviewer is to environment essay evaluate what you read, so that your review is death penalty conclusion, not a mere description of different articles, but rather a critical analysis that makes sense of the collection of articles that you are reviewing.

Critique the research methodologies used in the studies, and contest, distinguish between assertions (the author's opinion) and actual research findings (derived from empirical evidence). Essays About A Process? Identify major trends or patterns: As you read a range of environment essay contest articles on death essays conclusion your topic, you should make note of trends and environment, patterns over research paper time as reported in the literature. This step requires you to synthesize and make sense of what you read, since these patterns and environment essay contest, trends may not be spelled out in the literature, but rather become apparent to you as you review the big picture that has emerged over time. Your analysis can make generalizations across a majority of studies, but should also note inconsistencies across studies and over time. Identify gaps in the literature, and reflect on why these might exist (based on the understandings that you have gained by reading literature in this field of study). These gaps will be important for cite paper you to address as you plan and write your review. Identify relationships among studies: note relationships among studies, such as which studies were landmark ones that led to subsequent studies in the same area. You may also note that studies fall into environment different categories (categories that you see emerging or ones that are already discussed in the literature). A Research Paper? When you write your review, you should address these relationships and different categories and discuss relevant studies using this as a framework.

Keep your review focused on your topic: make sure that the articles you find are relevant and directly related to your topic. As you take notes, record which specific aspects of the article you are reading are relevant to environment contest your topic (as you read you will come up with key descriptors that you can record in your notes that will help you organize your findings when you come to search write up your review). If you are using an electronic form of note taking, you might note these descriptors in a separate field (e.g. in RefWorks, put these under User 2 or User 3; in Excel have a separate column for each descriptor; if you use Inspiration, you might attach a separate note for key descriptors. Evaluate your references for currency and coverage: Although you can always find more articles on your topic, you have to decide at essay what point you are finished with collecting new resources so that you can focus on writing up your findings. However, before you begin writing, you must evaluate your reference list to ensure that it is watching, up to date and has reported the most current work. Typically a review will cover the last five years, but should also refer to any landmark studies prior to environment essay contest this time if they have significance in shaping the direction of the field. If you include studies prior to the past five years that are not landmark studies, you should defend why you have chosen these rather than more current ones. Step 5: Summarize the literature in table or concept map format.

Galvan (2006) recommends building tables as a key way to help you overview, organize, and essays a process, summarize your findings, and suggests that including one or more of the tables that you create may be helpful in your literature review. Environment Essay? If you do include tables as part of paper search your review each must be accompanied by an analysis that summarizes, interprets and synthesizes the essay literature that you have charted in the table. You can plan your table or do the entire summary chart of your literature using a concept map (such as using Inspiration) You can create the table using the table feature within Microsoft Word, or can create it initially in Excel and then copy and paste/import the paper search the Excel sheet into Word once you have completed the table in environment essay contest Excel. The advantage of using Excel is that it enables you to sort your findings according to a variety of a process factors (e.g. Environment? sort by date, and then by author; sort by methodology and then date) Examples of tables that may be relevant to gay mariiage your review: Definitions of key terms and essay contest, concepts. Research methods Summary of research results. Step 6: Synthesize the literature prior to writing your review. Using the notes that you have taken and summary tables, develop an outline of your final review. The following are the a process key steps as outlined by Galvan (2006: 71-79) Consider your purpose and contest, voice before beginning to solution essay spirit write. In the case of this Educ 7001 introductory literature review, your initial purpose is to provide an overview of the topic that is of interest to you, demonstrating your understanding of key works and concepts within your chosen area of focus.

You are also developing skills in reviewing and writing, to provide a foundation on which you will build in subsequent courses within your M.Ed. and ultimately in your final project. In your final project your literature review should demonstrate your command of your field of contest study and/or establishing context for watching tv benefits a study that you have done. Consider how you reassemble your notes: plan how you will organize your findings into a unique analysis of the picture that you have captured in your notes. Important: A literature review is not series of environment contest annotations (like an annotated bibliography). Galvan (2006:72) captures the difference between an annotated bibliography and a literature review very well: . in essence, like describing trees when you really should be describing a forest.

In the case of a literature review, you are really creating a new forest, which you will build by using the trees you found in watching the literature you read. Create a topic outline that traces your argument: first explain to environment essay the reader your line or argument (or thesis); then your narrative that follows should explain and justify your line of argument. You may find the program Inspiration useful in penalty conclusion mapping out your argument (and once you have created this in a concept map form, Inspiration enables you to convert this to a text outline merely by environment essay contest clicking on essay against the outline button). This can then be exported into a Microsoft Word document. Reorganize your notes according to the path of your argument Within each topic heading, note differences among studies. Within each topic heading, look for obvious gaps or areas needing more research. Plan to environment contest describe relevant theories. Plan to essays discuss how individual studies relate to and advance theory Plan to environment essay summarize periodically and, again near the essay gay mariiage end of the review Plan to present conclusions and essay contest, implications Plan to essays suggest specific directions for future research near the end of the environment essay contest review Flesh out your outline with details from your analysis. Step 7: Writing the review (Galvan, 2006: 81-90) Identify the broad problem area, but avoid global statements Early in the review, indicate why the topic being reviewed is important Distinguish between research finding and other sources of information Indicate why certain studies are important If you are commenting on the timeliness of penalty essays conclusion a topic, be specific in contest describing the time frame If citing a classic or landmark study, identify it as such If a landmark study was replicated, mention that and a research paper, indicate the results of the replication Discuss other literature reviews on your topic Refer the environment reader to other reviews on issues that you will not be discussing in details Justify comments such as, no studies were found.

Avoid long lists of nonspecific references If the results of research search previous studies are inconsistent or widely varying, cite them separately Cite all relevant references in the review section of thesis, dissertation, or journal article. Step 8: Developing a coherent essay (Galvan, 2006: 91-96) If your review is long, provide an overview near the beginning of the review Near the environment essay beginning of a review, state explicitly what will and will not be covered Specify your point of view early in the review: this serves as the thesis statement of the cite paper review. Aim for a clear and cohesive essay that integrates the key details of the literature and communicates your point of view (a literature is contest, not a series of essay spirit annotated articles). Environment? Use subheadings, especially in long reviews Use transitions to help trace your argument If your topic teaches across disciplines, consider reviewing studies from each discipline separately Write a conclusion for the end of the review: Provide closure so that the path of the argument ends with a conclusion of some kind.

How you end the review, however, will depend on about a process your reason for writing it. If the review was written to stand alone, as is the case of a term paper or a review article for publication, the conclusion needs to make clear how the material in the body of the environment review has supported the assertion or proposition presented in the introduction. On the other hand, a review in a thesis, dissertation, or journal article presenting original research usually leads to the research questions that will be addressed. Check the flow of your argument for penalty coherence. Galvan, J. (2006). Writing literature reviews: a guide for students of the behavioral sciences ( 3rd ed.).

Glendale, CA: Pyrczak Publishing.