Mousaion - Volume 31, Issue 1, 2013
Volumes & issues
Volume 31, Issue 1, 2013
Author Thomas Van der WaltSource: Mousaion 31, pp 1 –2 (2013)More Less
Since 2008 a special issue of Mousaion devoted to children's literature and reading has been published. This issue has proved popular and successful and it was obvious that there was a need for a publishing avenue for articles on children's literature and reading and that Mousaion clearly filled this void. Articles by scholars and practitioners from the fields of education, literature, publishing, library and information science have been published, addressing issues ranging from reading promotion, the teaching of children's literature, publishing history, reading instruction and different aspects related to children's and young adults' literature - not only from a South African perspective but from different parts of the world. This clearly indicates the interdisciplinary and multidisciplinary character of children's literature and reading.
Author Andree-Jeanne TotemeyerSource: Mousaion 31, pp 3 –26 (2013)More Less
Even though Namibia was never a British colony, English was chosen by the new government at the time of independence in 1990 as the only official language of the country and the main or sole medium of instruction in schools. The main focus of this article is to demonstrate the detrimental effect that education in an unfamiliar language is having on the development of a reading culture among Namibian youth. This situation is contributing to the neglect and deterioration of the 12 other Namibian languages. The discussion includes a description of the Namibian language scene and the consequences of the language policy on the publishing of multilingual children's books in Namibia, which again jeopardises the incentives and creativity of Namibian children's book authors and illustrators. A statistical analysis of books published for Namibian children for the period 1906-2011 is presented, albeit not a comprehensive one. Lastly, a brief overview of the Namibian Children's Book Award and the publishing projects of a non-governmental organisation (NGO), the Namibian Children's Book Forum (NCBF), is presented.
Source: Mousaion 31, pp 27 –46 (2013)More Less
This article reports on how a book club for teachers was used to help build teacher literacy capacity in a disadvantaged primary school in a township near Pretoria. The book club was one component of a larger literacy project that was implemented at the underperforming primary school, namely, the Embedded Literacy Coaching (ELC) project. Models of behavioural change are discussed and linked to literacy reforms. Reports on studies in other countries about teachers as readers and the impact on literacy practices in the classroom are briefly discussed. An outline of the larger ELC project of which the book club was a part, is given, followed by a description of the nature of the book club and how data were collected to ascertain the effects thereof. Data collection for this aspect of the study consisted primarily of qualitative research methods. Various facets of teacher behaviour and response to the book club are discussed, for example teachers' attitudes, their genre knowledge of children's books, and affective factors in reading. Finally, ways in which the book club may or may not have impacted on the teachers' classroom and personal literacy practices are reflected on.
Author Genevieve HartSource: Mousaion 31, pp 47 –60 (2013)More Less
The article comes out of a panel discussion, featuring five teacher-librarians, which was broadcast to schools across the Western Cape Province of South Africa in 2011. Four of the panelists are graduates of the University of the Western Cape's school librarian programme. The request for the broadcast came from two managers of the Qids-Up school improvement project in the Western Cape Education Department, which has sent collections of books to over 400 historically disadvantaged schools across the province. The aim of the project was to improve prevailing low literacy levels with injections of attractive reading materials in the languages spoken in the schools. The two managers, however, were concerned that the donations of books had had little impact. The article focuses on participants' stories about their reading projects. The discussion provides inspiring and convincing evidence for those, like the author, who have been arguing for years that without libraries and dedicated school- or teacher-librarians, the millions spent on book donations and literacy projects might be wasted.
Source: Mousaion 31, pp 61 –82 (2013)More Less
The extensive use of social media by young people in many countries has raised concerns among adults, who are apprehensive about their effect on reading habits as well as literacy and communication skills. To what extent, however, does this situation apply to a developing country like Nigeria? This study set out to explore this question by looking at patterns of social media use among secondary school students in Enugu State; the purposes for which young people use social media; their perceived benefits and dangers; students' attitudes toward reading; and the possible impact of social media use on reading. Adopting a descriptive survey design, the study examined the use of social media by students in six secondary schools in Enugu and Nsukka, the two urban centres in the state. Questionnaires and focus group discussions were employed to collect the data. The quantitative data were analysed using mean and percentages, while the focus group discussions were analysed qualitatively. The findings showed that access to and use of social media was limited, more so for junior than for senior secondary students. The young people used the media primarily for social and information-seeking purposes, and less for entertainment. Major benefits of social media use related to developing new skills, gaining access to information, and extending social contacts, while major dangers were perceived to be addiction, cyber bullying, and loss of study time. Students had positive attitudes toward reading, compared to social media; they were concerned that social media use could have negative effects on reading but suggested possible positive outcomes. The researchers recommended that educators and librarians take advantage of Nigerian young people's seriousness of purpose and interest in both the informational and the social use of the media, to utilise the media for broad educational purposes.
Source: Mousaion 31, pp 83 –93 (2013)More Less
Interactive education plays an important role in generating a more stimulating teaching and learning environment. Bright colours are captivating regardless of whether they are considered in print or digital format, and if they have been appropriately adopted and focus on the interests of people in education, entertainment and work. Sadly, a greater proportion of Generation Z learners are still stuck in traditional classrooms. Even worse, South Africa still hosts classrooms under trees, which has been the legacy of the 1970s. Children have evolved along with the evolution of technology, and Generation Z is the most unsettling generation in modern history. These children (born from the mid to late 1990s to the present) are naturally technologically minded. Instead of waiting for philosophies to be passed down from their predecessors, they create new ideas which surpass the foundation of yesteryear. The predecessors of Generation Z must provide the thrust for this evolution. It is imperative that new technological advancements are employed to provide an interactive virtual arena for these children. The education scenario must become an adventure. This article is a literature review which explores how and why cartoons can be used in conjunction with Web 2.0 technology to generate new adventures in teaching and learning. The choice of using cartoons is based on the observation that traditional children as well as Generation Z children have always had a fascination with these characters. Further, since Generation Z are tastemakers, it should make sense to pamper their taste buds!
Author Gert J. Van der WesthuizenSource: Mousaion 31, pp 94 –109 (2013)More Less
This article explores the role of social media in reading education in schools. It offers an analysis of literature on how social media are changing reading practices, and makes a case for learning conversations as a necessary condition for progress in reading development and information literacy. The argument is developed that reading development (i.e. improvement in comprehension and performance) may be greatly enhanced through learning conversations, or what is called discussion-based reading; even more so with social media reading (SMR), which is conceived of as reading in electronic forms. Based on an exemplary analysis of how learning conversations about readings in school settings can be done, guidelines are proposed for the use of learning conversations in SMR.