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引用次数: 1
摘要
在这篇文章中,Chin Ee Loh、孙宝琪和Chan Hoong Leong利用批判性的空间视角来研究不同社会经济地位的学生如何在家、学校和社区中获得阅读资源。利用地理信息系统(GIS)数据,他们通过绘制学生与图书馆和书店的物理距离来评估新加坡阅读资源的分布。他们将这些数据与学生的案例研究以及来自新加坡六所中学的6000多名参与者的调查数据并置,以了解他们对阅读资源的使用情况。研究结果表明,虽然学生在获得公共图书资源方面可以平等地获得阅读资源,但家庭背景会显著影响学生的实际获得途径。本研究的批判性空间方法为评估21世纪学习资源分配和获取的有效性和公平性提供了一种新的方法。
Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources
In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students’ actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning.
期刊介绍:
The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.