Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Integrating Usability Testing with Digital Rhetoric in OWI
    (Elsevier B.V.) Bjork, C
    While usability testing can help instructors improve the design of online writing instruction (OWI), its emphasis on student-users sometimes overlooks the networked rhetorical ecologies in which those student-users operate, tilting online composition pedagogy toward neoliberal models of higher education that cater to the student-as-consumer. In response, I propose augmenting usability testing in online writing education with the theories of digital rhetoric. In the context of OWI, usability theory and digital rhetoric share a similar emphasis on the student as a user or audience, but they also have at least two key differences. First, unlike digital rhetoric, usability testing typically elides the political and ideological implications of student-users’ experiences. Second, the usability theories of Jakob Nielsen, for example, tend to view online interfaces as static objects manipulated by users. Digital rhetoric, on the other hand, sees interfaces as dynamic, real-time interactions. Although both paradigms have their advantages, I argue that integrating usability testing with the theories of digital rhetoric can add complexity to researchers’ understanding of OWI by revealing not only how students use online writing environments but also how they use them rhetorically.
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    Investigating aspects of paternalistic leadership within the job demands–resources model
    (Cambridge University Press, 2023-01-09) Lee M; Kee YJ; Lau SSY; Jan G
    The literature on the job demands–resources (JD-R) theory has flourished for the past decade due to the theory's simplicity and its applications in many areas of work life. However, the literature is lacking on how leaders can utilize this theory to manage employees, especially in the Asian leadership context. Using the JD-R theory, the current study investigated each aspect of paternalistic leadership (i.e., benevolent leadership, authoritarian leadership and moral leadership) and its influence on employees' job resources (i.e., work meaningfulness and influence at work), job demands (i.e., emotional and cognitive demands), work engagement, burnout and the processes involved. Four hundred and thirty-one (431) full-time working employees (mean age: 31.58; female: 57.8%) from various organizations in Malaysia participated in the study. Using structural equation modelling, the study's results showed that the benevolent aspect of paternalistic leadership was related to higher work engagement and lower burnout through work meaningfulness (but not through influence at work). In contrast, the authoritarian aspect of paternalistic leadership was related to higher burnout through emotional demands (but not through cognitive demands), while the moral leadership aspect had no significant relationship to employees' job demands or job resources, with a mediation process not found in either relationship. Overall, the study revealed three contrasting mechanisms for each aspect of paternalistic leadership and suggested how paternalistic leadership may be practised in Asian countries.
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    Using Q-Methodology to Explore Stakeholder Views about Porn Literacy Education
    (Springer Nature Switzerland AG, 2022-06) Healy-Cullen S; Taylor JE; Morison T; Ross K
    Introduction ‘Porn literacy education’ is emerging as a pedagogical strategy to support youth in navigating the new technological pornography landscape. However, the characteristics of effective porn literacy education according to those who will be most affected by it—young people, their caregivers and educators—is unknown. Yet, end user views are imperative to policy development in sexuality education worldwide. Methods Using Q-methodology, the commonalities and idiosyncrasies of these stakeholder views were explored. In 2019, 30 participants recruited through nine schools in New Zealand completed an online Q sort, and 24 also took part in a follow-up interview. Results There were two distinct discourses regarding porn literacy education among stakeholders: (i) the pragmatic response discourse and (ii) the harm mitigation discourse. Conclusions Stakeholders hold nuanced and ideologically charged perspectives about porn literacy education and educational initiatives more generally. It is therefore important that policy caters for these different perspectives and that a 'one-size-fits-all' policy approach is acknowledged as insufficient. Policy Implications It is crucial that policy development is guided by evidence about what constitutes effective sexuality education. The social discourses reported here are important to consider in developing policy about porn literacy education and require further research to more fully understand the potential of porn literacy as pedagogy.
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    A performative-performance analytical approach: Infusing butlerian theory into the narrative-discursive method
    (SAGE Publications (UK and US), 2013-10-01) Morison T; Macleod C
    Judith Butler’s theory of performativity provides gender theorists with a rich theoretical language for thinking about gender. Despite this, Butlerian theory is difficult to apply, as Butler does not provide guidance on actual analysis of language use in context. In order to address this limitation, we suggest carefully supplementing performativity with the notion of performance in a manner that allows for the inclusion of relational specificities and the mechanisms through which gender, and gender trouble, occur. To do this, we turn to current developments within discursive psychology and narrative theory. We extend the narrative-discursive method proposed by Taylor and colleagues, infusing it with Butlerian theory in order to fashion a dual analytical lens, which we call the performativity-performance approach. We provide a brief example of how the proposed analytical process may be implemented.
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    Multistakeholder impression management tactics and sustainable development intentions in agri-food co-operatives
    (Cambridge University Press, 2023-06-20) Callagher L; Garnevska E
    This study examines the organization impression management (OIM) tactics used in agri-food cooperatives to communicate their intentions toward sustainable development. Based on content analysis of the chairperson and CEO statements of 14 agri-foods cooperatives from six years' annual reports, this study sheds light on the role of member-owned firms in shifts toward realizing the United Nations Sustainable Development Goals (SDGs). The paper proposes multistakeholder OIM tactics. These insights about sustainable development extend knowledge of how senior managers communicate their intentions in multistakeholder situations, which include shareholders, suppliers, customers, and local communities. This study contributes to the literature on organizational impression management and member-owned firms. Managerial implications are also outlined.
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    Online proctored exams and digital inequalities during the pandemic.
    (Wiley, 13/04/2023) Hartnett M; Butler P; Rawlins P
    The emergence of the COVID-19 and the resulting global pandemic has ushered in far-reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location-based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well-understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations.
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    COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption
    (Taylor and Francis Group, 2022-10) Poskitt J
    New Zealand’s defined coastal boundaries, isolation and small population were favourable factors to minimise the spread of COVID-19. Decisive governmental leadership and a public willing to comply with high-level lockdown in the first phase, resulted in minimal disruption to assessment. But as the pandemic progressed through Delta and Omicron variants, concerns grew about equitable access to assessments, declining school attendance, and inequitable educational outcomes for students, especially of Māori and Pacific heritage. School and educational agency experiences of high stakes assessment in a period of uncertainty were examined through document analysis and research interviews. Using Gewirtz’s contextual analysis of the multi-dimensional and complex nature of justice, and Rogoff’s conceptual framework of three planes of socio-cultural analysis: the personal (learner), inter-personal (school) and institutional (educational agencies), revealed that though collaborative adaptations minimised assessment disruptions on wellbeing and equity of access, they did not transform high stakes assessment.
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    Performing Te Whare Tapa Whā: Cultural Rights and Decolonising Corrections
    (Taylor and Francis Group, 2021-08) Hazou R; Woodland S; Ilgenfritz P
    Ngā Pātū Kōrero: Walls That Talk (2019) is a documentary theatre production staged by incarcerated men at Unit 8 Te Piriti at Auckland Prison in Aotearoa New Zealand. The performance was built around Te Whare Tapa Whā (The House of Four Sides) – a model of Māori health that participants engaged with as part of their therapy for being convicted of sex offences. This article discusses the use of masks in performance and the significance of Te Whare Tapa Whā as a dramaturgical device. What insights for decolonising prison theatre practices can be advanced by building on foundations of cultural rights?
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    The identification and classification of struggling readers based on the simple view of reading
    (John Wiley & Sons Ltd, 2022-08) Sleeman M; Everatt J; Arrow A; Denston A
    The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods.
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    A mobile learning overview by timeline and mind map
    (1/10/2014) Parsons D
    Mobile learning has been a research topic for some 20 years. Over that time it has encompassed a wide range of concepts, theories, designs, experiments and evaluations. With increasing interest in mobile learning from researchers and practitioners, an accessible overview of this area of research that encapsulates its many facets and features can provide a useful snapshot of the field to interested parties. This article provides a summary of the field of mobile learning, applying the main analysis categories of research, technology, content, learning and learner. The author presents these categories and subcategories in the form of a mind map, which outlines the details of the major themes in mobile learning. In addition, the author contextualises the key developments in mobile learning in a timeline. The intent of this article is that it may serve as an introduction to the research field of mobile learning, enabling researchers to quickly familiarise themselves with the type of work that has been done in the past, and the potential areas of investigation that might prove fruitful in the future.