Wyniki wyszukiwania - Biblioteka Nauki

1

Digital Citizenship Infrastructure to Foster the Reinforcement of National Identity in Indonesia

100%

Candra A. A. , Suryadi K. , Rahmat R. , Nurbayani S.

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tom 19

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nr 1

37-50

EN

This study was to discuss and overview the infrastructure of digital citizenship in fostering the reinforcement of national identity in Indonesia. This study was prompted by a problem in the development of digital citizenship infrastructure, which could be an instrument in fostering national identity in Indonesia. The process of forming a national identity could be emphasized through various platforms in the digital citizenship infrastructure, so that the internalization of national values among Indonesian citizens could strengthen their identity as such. This study took the form of qualitative research with a phenomenological approach, constructing theories and phenomena concerning the infrastructure of digital citizenship in Indonesia. The results showed that the infrastructure of digital citizenship reinforced national identity in Indonesia in three ways, namely: 1) internalizing awareness of digital literacy through Citizenship Education learning, 2) implementing Habituation of national identity values in the digital citizenship infrastructure, and 3) running digital forums that could reinforce the digital citizenship infrastructure and strengthen national identity.

2

Gimnazjaliści w epoce wtórnej oralności. Analiza wybranych wypowiedzi pisemnych

76%

Rypel A.

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nr 1

37-53

EN

The issue of the article concerns the literacy of the young generation of Poles. The author shows how the texts written by secondary school students are changing under the influence of new media, the expansion of visual perception of the world and the universal acceptance of informality in the way of thinking and language use. A particular attention is given to a situational text index and interactivity. The exemplary material comes from a variety of works written by junior high school students who took part in a nationwide research.

3

One Literacy and Multiple Intelligences? The Case of Media Literacy

75%

Belvončíková E. , Čiderová D.

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tom 5

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nr 2

54-70

EN

Acceleration of globalisation and the Fourth Industrial Revolution expanded opportunities for intercultural interaction, facilitated by more accessible and affordable information and communication technologies (ICT). Media literacy as framed by UNESCO is to be interpreted as “[u]nderstanding and using mass media in either an assertive or non-assertive way, including an informed and critical understanding of media, the techniques they employ and their effects. Also the ability to read, analyse, evaluate and produce communication in a variety of media forms” (alias “the ability to decode, analyse, evaluate and produce communication in a variety of forms”). Furthermore, media and information literacy “refers to the essential competencies (knowledge, skills and attitude) that allow citizens to engage with media and other information”. Dynamic developments in the contemporary world brought about by the post-factual era and the COVID-19 pandemic reinforced the exposure of the public to misinterpretation. Being conscious of variable and increasingly multidimensional presentation in academic literature of what it takes to be literate, in our paper we reflect on media literacy alias a synergy of literacy and multiple intelligences. Since on 12 April 2022 UNESCO launched a global survey “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy” addressed to all 193 UNESCO Member States to fill in the gap and collect information on the impact of the COVID-19 crisis on youth and adult literacy, our online questionnaire is complementary in terms of scope (media literacy) and outreach (higher education students). The aim of this paper is to investigate awareness, understanding and interpretation of literacy as such, and media literacy in particular, within the cohort of native and international students at the University of Economics in Bratislava, Slovakia. The findings revealed a higher ratio of the general understanding of communication and its role in the society, but a lower ratio of awareness about literacy and media literacy. In the context of Bloom’s taxonomy of educational objectives our main suggestion, therefore, is to reinforce the media literacy curriculum in terms of experiential learning in line with the so-called learner-centred approach to education when the needs/aspirations of individuals are placed at the centre and focus is on the experiences they bring to the learning situation.

4

Sociálna spravodlivosť a rodové rozdiely v slovenskej škole v zrkadle medzinárodného testovania PISA

75%

Kosová B.

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nr 2

81-94

EN

Changes in the character of international evaluation with regard to new conception of education and literacy as ability to use the knowledge to solve the real-life situations. The educational results of Slovak students in PISA testing with regard to their social-economical backgrounds and genders. Conclusions of PISA towards external differentiation in education. Differences of educational results of boys and girls in mathematical and reading literacy and in their self-assessment and learning strategies.

5

Old and New Paths of Literacy

63%

Kołodziejska J.

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nr 5 - The Special Issue

59-75

EN

General reading retains both a close and distant social environment, which influences quantitative and qualitative dimensions. From 1989 in Poland readers gained accesses to new kinds of writing and authors. This choice ultimately changed reader interests, which had previously focused on a canon literature that had been fixed the school curriculum. However, family traditions and school set texts are not the only indicators of reading practices. New, and little-recognized reader groups, often of an elite character, have a diversified the traditional reading community, often-times supported by cyberspace.

6

Lektura biblijna według Collatio Patrum XIV Jana Kasjana: od erudycji do doświadczania

51%

Kosmulska B.

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2024

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tom 90

165-186

EN

The paper presents how John Cassian, particularly in his Collatio Patrum XIV, deals both with the a-intelectual (not to say with the anti-intellectual) and the erudite elements of the monastic tradition. In the introduction, the general conditions of literacy in the early monasticism have been depicted (with the special reference to the example of St. Anthony as indicated in the Prologue to St. Augustine’s De doctrina christiana and to abba Theodor in Cassian’s De institutis coenobiorum). In the main part of the article, Collatio XIV, that is the conversation with abba Nesteros on spiritual knowledge, has been analysed. In addition to classical divisions of knowledge and Biblical senses, the following topics have been discussed: (1) the transmission medium of Cassian’s books themselves (written, yet containing some criticism of writing and, above all, of a mere erudition); (2) universality of the written culture; (3) the meaning of the notion of meditation, also anight one (not necessarily covering only the night office, but also time dedicated for rest); (4) the dynamics of the spiritual development of the listener/reader of the Holy Scriptures, including the difficulty characteristic of a young and educated reader – addressed in the paper’s title – how to pass from a mere erudition to a true experience. The main conclusion of the paper is that Cassian represents a balanced attitude towards the Christian intellectualism (gnosis). Although he does not abandon any of the intellectual achievements of his original environment, whose problems are reflected in Collatio XIV, he is able to formulate a universal proposal also for uneducated Christians who can be participants not only in Christian praxis, but also in theoria.

PL

Artykuł prezentuje sposób, w jaki Jan Kasjan, przede wszystkim w Collatio Patrum XIV, radzi sobie z aintelektualizmem (czasem wręcz antyintelektualizmem) niektórych elementów tradycji monastycznej i erudycyjnym charakterem innych. We wprowadzeniu, zarysowane zostały ogólne uwarunkowania piśmienności (literackości) we wczesnym monastycyzmie (z uwzględnieniem świadectw o św. Antonim z Prologu do De doctrina christiana św. Augustyna oraz o abba Teodorze z De institutis coenobiorum Kasjana). W głównej części artykułu przeanalizowana została Collatio XIV, czyli rozmowa z abba Nesterosem o wiedzy duchowej. Obok klasycznych podziałów wiedzy oraz sensów biblijnych, omówione zostały: 1) medium przekazu samych dzieł Kasjana (pisanych, lecz zawierających pewną krytykę pisma, zwłaszcza samej tylko erudycji); 2) uniwersalności kultury pisma; 3) znaczenia pojęcia medytacji, w tym nocnej (niekoniecznie obejmującej jedynie nocną służbę liturgiczną, ale i czas przeznaczony na odpoczynek); 4) dynamiki rozwoju duchowego słuchacza/czytelnika Pisma św., w tym tytułowej trudności, charakterystycznej dla czytelnika młodego i wykształconego – przechodzenia od erudycji do doświadczenia. Głównym wnioskiem artykułu jest, że Kasjan reprezentuje wyważoną linię w kwestii chrześcijańskiego intelektualizmu (gnozy). Choć nie porzuca żadnej z intelektualnych zdobyczy swojego pierwotnego środowiska, którego problemy odzwierciedla Collatio XIV, to formułuje uniwersalną propozycję również dla chrześcijan niewykształconych, którzy mogą być uczestnikami nie tylko chrześcijańskiej praxis, ale również theoria.