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Jezik, književnost i tehnologija / Language, Literature and Technology
Abstract
Proceedings from the Sixth International Conference at the Faculty of Foreign Languages, 19–20 May 2017
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The first thing that one realises in trying to grasp the semantic implications of myth is that myth can cover an extremely wide field. The way in which the term myth is commonly used reveals, too, that the word is loaded with emotional overtones. These overtones creep not only into common parlance but also, somewhat surprisingly, into scientific usage. That myth does, in fact, carry emotional overtones in this way is perhaps most easily seen if we think of terms such as prayer, liturgy, ritual drama, spell: they are all used for different religious genres but would seem to be more neutral than myth. It appears to be difficult for many scholars to discuss myth simply as a form of religious communication, as one genre among other genres. If one differentiates between four levels, namely, form, content, function and context, it is much easier to encounter the varied uses which the concept has acquired in scientific literature. By this it is possible to delimit and yet be flexible at the same time. There is no need to welcome with open arms just any traditions into the fold of myth research: but nor is it necessary to exclude, for example, studies of myth where the context criterion, i.e. a context of ritual, is not fulfilled. The degree of flexibility that can be achieved is dependent on the approach that the scholar has chosen.
In this opinion piece, we would like to present a short literature review of perceptions and reservations towards Wikipedia in academia, address the common questions about overall reliability of Wikipedia entries, review the actual practices of Wikipedia usage in academia, and conclude with possible scenarios for a peaceful coexistence. Because Wikipedia is a regular topic of JASIST publications (Lim, 2009; Meseguer-Artola, Aibar, Lladós, Minguillón, & Lerga, ; Mesgari, Okoli, Mehdi, Nielsen, & Lanamäki, ; Okoli, Mehdi, Mesgari, Nielsen, & Lanamäki, ), we hope to start a useful discussion with the right audience.
French Feminist Theory offers an introduction to the key concepts and themes in French feminist thought, both the materialist and the linguistic/psychoanalytic traditions. These are explored through the work of a wide range of theorists.
The book outlines the philosophical and political diversity of French feminism, setting developments in the field in the particular cultural and social contexts in which they have emerged and unfolded.
The principal areas covered are: ongoing debates on the cultural construction and definition of sexual and gendered idenities; the relationship between subjectivity and language; the roles played by both private and public institutions in the shaping of sexual relations; the issue of embodiment; and the relationship between gender, sexuality and race. Finally, the book traces the connections between French and Anglo-American feminist approaches and methodologies.
This paper deals with the birth of Roboethics. Roboethics is the ethics inspiring the design, development and employment of Intelligent Machines. Roboethics shares many 'sensitive areas' with Computer Ethics, Information Ethics and Bioethics. It investigates the social and ethical problems due to the effects of the Second and Third Industrial Revolutions in the Humans/Machines interaction’s domain. Urged by the responsibilities involved in their professions, an increasing number of roboticists from all over the world have started - in cross-cultural collaboration with scholars of Humanities – to thoroughly develop the Roboethics, the applied ethics that should inspire the design, manufacturing and use of robots. The result is the Roboethics Roadmap.
Purpose
This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students.
Design/methodology/approach
In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used.
Findings
Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions.
Originality/value
There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students.
Wikipedia is an open educational resource that connects writers and editors to diverse discourse communities around the world. Unwarranted stigma is attached to the use of Wikipedia in higher education due to fears that students will not pursue rigorous research practices because of the easy access to information that Wikipedia facilitates. In studies referred to in this paper, undergraduate writing students are taught about the need to interrogate any information they find on Wikipedia just as they would other online source material. They are inducted into fact checking, editing and creating Wikipedia articles as a means to analyse source material critically and to advance their research, writing and digital literacy. Meanwhile, in a postgraduate course in magazine studies, instead of writing essays, students are promoting Australian magazines and print culture by writing Wikipedia entries about Antipodean magazines and their editors. These courses experiment with new approaches to formative and summative assessment; promote group research, collaborative and participatory writing, writing across networks and negotiating discourse communities; and challenge students’ perceptions about peer review and the legitimacy of Wikipedia.
John Sinclair is one of the major figures in applied linguistics and his work is essential study for students. This accessible book collects in one volume Sinclair's key papers on written discourse structure, lexis patterns, phraseology, corpus analysis, lexicography and linguistic theory from the 1990s. All the papers have been edited and updated for this book. The clear and accessible introduction helps students to navigate his key themes and arguments, making the volume an ideal companion for those coming to Sinclair's more recent writings for the first time. © 2004 John Sinclair; editorial material and selection