Emergence Of Content Research Articles

Infocommunicative literacy: Conceptual structure and applications

The objective of this article is to contribute to the theoretical and applied development of the area of Information Literacy, considering prominent changes in the informational environment, such as the culture of participation, constant connectivity, and the emergence of content generated by artificial intelligence. It is an environment that demands information literacy, but also the ability to interact and relate: communication literacy. This article situates infocommunicative literacy theoretically, articulating the three main bases that support this study: Information Literacy, New Media Literacy (NML), and Metaliteracy. From the systematization of these concepts, a conceptual structure accompanied by application propositions is suggested.

Innovations and Challenges: Conceptualizing CLIL Practice

The continued emergence of content and language integrated learning (CLIL) is linked to how it creates, adopts, and leads to the design of innovative didactic processes. In systems, theory emergence occurs when features of smaller entities are brought together through interaction to form a larger ecosystem, one that acquires qualities not readily accessible to the original sources. Having drawn on the theoretical underpinning of a range of language and broader educational philosophy, the emergence of CLIL is driven by processes and practices. This article conceptualizes subsystems of CLIL and describes how CLIL practice through English can be designed and implemented through phenomenon-based learning. CLIL practice provides a systemic process by which to simultaneously advance not only additional language fluency but also adoption of innovative methods across the curriculum.

The Emergence of Contention in Global Internet Governance

Contention in global Internet governance systems has arisen in the context of a series of global Internet controversies that have made visible the connection between Internet governance and a number of public interest concerns such as infrastructure availability, security, and individual civil liberties such as freedom of expression and privacy. Throughout the course of only a few years, the world witnessed several high profile controversies including the state-induced Egyptian Internet outage, WikiLeaks’ release of sensitive diplomatic cables, complex cybersecurity attacks such as GhostNet and Stuxnet, the growing sophistication of the Great Firewall of China, an online boycott over the Stop Online Piracy Act in the U.S., global tension over an arcane United Nations international treaty conference known as the International Telecommunications Regulations (ITRs), and disclosures about the NSA’s expansive surveillance programs.

The Emergence of Contention in Global Internet Governance

The Emergence of Contention in Global Internet Governance

Curricular models of CLIL education in Poland

Bilingual education in Poland gained in popularity after the political changes in 1989 when Polish society started noticing the importance of foreign language learning. With the emergence of content and language integrated learning (CLIL) in the 1990s, which in the Polish context is still termed as ‘bilingual education’, foreign languages other than English were introduced as a medium of instruction. To provide a comprehensive overview of practices and help to identify operational features of this type of education, four large-scale research studies were conducted, exploring CLIL sections with English, German, Spanish and French as languages of instruction. The data collected on the basis of classroom observations and interviews with CLIL teachers and students revealed a number of regularities recurring in the schools that were studied. It enabled the researchers to formulate four curricular models of CLIL education at secondary level. This article aims to present the models of content subjects teaching. The models depend on the proportions of L2 use, the perceived focal point of the teaching/learning process and the educational level at which CLIL is introduced. The adoption of a particular model entails different instructional choices, teaching practices and learning objectives in terms of both content and language learning.

Interactivity, Dynamic Symbol Processing, and the Emergence of Content in Human Communication

A major step in resolving conceptual ambiguity surrounding interactivity involves making a distinction between micro-level psychological processes and the macro-level societal effects that emerge from them. The proposition cuts against the epistemological grain of social sciences, such as psychology and sociology, which have ontological commitments to a particular level of analysis. The position advanced here suggests theories where processes operate at one level and generate effects that emerge at a higher level. Further, it is argued that the best place to begin looking at the process of interaction is at the level of the neural circuit, a realm far below discussions that center at the interpersonal or cultural levels.