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1

Environment for Meaningful Development of Reading Literacy in Pre-School

100%

Zariņa S., Belousa I.

Discourse and Communication for Sustainable Education

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2011

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vol. 2

68-83

EN

At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.

2

In between: on the defensive reactivity of public institutions in Poland to the COVID-19 pandemic

88%

Drozdowski R., Krajewski M., Luczys P., Kubacka M.

Ruch Prawniczy, Ekonomiczny i Socjologiczny

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2022

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vol. 84

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issue 1

229-246

EN

This paper discusses a research project that attempted to examine selected public institutions' response strategies to a pandemic. The most important research question of the project was the relationship between the pandemic and innovativeness of the sector of public institutions (understood as the desire to introduce new ways of operating, new inter-institutional links, new patterns of relations with stakeholders, etc., resulting from the knowledge provided to individual institutions by functioning under the conditions of the pandemic). During qualitative research we found that the researched institutions' predominant reaction to the challenges of the pandemic was not an orientation towards innovation but a striving to maintain a mode of functioning that is as similar as possible to that from before the pandemic. The innovations made (transition to remote working, simplification of some administrative procedures) resulted from external pressure to a greater extent and internal reflexivity to a lesser extent. The narratives captured in the study about the everyday life of public institutions during the pandemic have three common elements. First, they all focus less on large and spectacular innovations and more on micro-innovations (not treated as innovation, but understood as dozens of micro-improvements, minimal adjustments to existing routines). Second, they all miniaturize the experience of the pandemic, regarding it as events so extreme as to be useless for designing a better institutional order. Thirdly, all the reconstructed narratives are situated in an institutional zone of in-between, which means that they perceive themselves as a transparent medium fluctuating between the state and society and as a subject without influence on the shape of its own functioning. On the one hand, this would depend on the level of civic culture and, on the other hand, on the policy created at the highest levels of the state.

3

Modele komunikacji naukowej. W stronę demokratyzacji nauki?

51%

Jedlikowska D.

Przegląd Socjologii Jakościowej

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2020

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vol. 16

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issue 3

144-162

EN

Models of scientific communication can be divided into models of communication among scientists and models of communication between scientists and a wider society. This paper is dedicated to challenges related to communication both in scientific field and beyond, and the analysis is based on the conducted expert interviews. The paper’s significant finding is about science democratization in Poland along with its categories emerging from the interviews. The paper discusses the concept of science democratization in the context of possible forms of communication and prospective cooperation between scientists and a wider public in Poland. The paper culminates with the distinction between models of dialog and deficit in communicating scientific knowledge.

PL

Modele komunikacji naukowej to modele komunikacji uczonych w środowisku naukowym oraz komunikacji uczonych z szerszym społeczeństwem. Artykuł ten poświęcony jest wyzwaniom komunikacyjnym w środowisku naukowym, jak i poza nim w świetle wypowiedzi ekspertów, z którymi przeprowadzono wywiady. Jeden z najważniejszych wniosków dotyczy kategoryzacji pojęcia demokratyzacji nauki w Polsce w kontekście możliwości podejmowania różnych form potencjalnej komunikacji i współpracy naukowców z szerszym społeczeństwem w Polsce. Artykuł kończy rozróżnienie na modele „dialogu” i „deficytu” w komunikowaniu wiedzy naukowej.

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1 Discourse and Communication for Sustainable Education

1 Przegląd Socjologii Jakościowej

1 Ruch Prawniczy, Ekonomiczny i Socjologiczny

1 Belousa I.

1 Drozdowski R.

1 Jedlikowska D.

1 Krajewski M.

1 Kubacka M.

1 Luczys P.

1 Zariņa S.

1 2022

1 2020

1 2011

Environment for Meaningful Development of Reading Literacy in Pre-School

In between: on the defensive reactivity of public institutions in Poland to the COVID-19 pandemic

Modele komunikacji naukowej. W stronę demokratyzacji nauki?