Papers by Victoria M Door
Learning to See: The Meanings, Modes and Methods of Visual Literacy, 2016
Secondary school learners developing reading skills in foreign languages in England are commonly ... more Secondary school learners developing reading skills in foreign languages in England are commonly given a page with text and images, in the form of a textbook, worksheet or screen. But what do learners make of this mixture of word and image? What guidance is given by teachers of how to deal with images in relation to text? Original research, drawing on Schmidt’s (2001) noticing hypothesis, and Focus on Form in language teaching (e.g. Doughty and Williams, 1998) indicates that the power of the image in supporting or interfering with reading in this context is underestimated. Learners, in this qualitative study of Year 9 French reading, indicated that images could distract from noticing the language itself and mislead as to word meaning. Images were privileged as sources of meaning so that accompanying words were interpreted as corresponding to them and the French words became a secondary source of information. On analysis, images in mainstream textbooks appeared to be inconsistent in their relationship to word meaning. However, learners were not normally made aware of page design factors as such potential sources of misinformation. Findings supported Schmidt’s (2001) assertion that attention is necessary for language learning and that the role of selective attention in terms of what is noticed and subsequently processed, evidently needs to be considered in language teaching and learning. My further thinking is that conscious choice of focus is key in a system that is limited, selective and highly interpretive. I suggest that teaching across the curriculum benefits from an explicit focus on visual literacy to facilitate conscious choosing; learners should be helped to develop critical awareness of their own habitual way of interpreting page or screen content, as well as of the phenomena of noticing, together with a critical understanding of the page designer’s intent. Catherine Doughty, & Jessica Williams, Focus on form in classroom second language acquisition (Cambridge: Cambridge University Press, 1998). Richard Schmidt, Attention. In Peter Robinson (Ed.), Cognition and second language instruction, (Cambridge: Cambridge University Press, 2001) 3-32.
The International Journal of Critical Pedagogy, Oct 13, 2014
T his article approaches the issue of developing a consistent ethical stance in educational pract... more T his article approaches the issue of developing a consistent ethical stance in educational practice. It is suggested that reflection alone is insufficient and that it is necessary to call on a form of critical reflexivity, which recognises the embodied nature of the practitioner's response to the world. If a practitioner wishes to adopt a particular ethical stance, they need to be clear about how they themselves contribute to their own conditioning, and how that conditioning is embedded not only in cognition, but also in the body. Educational practice in action cannot be divorced from the essential nature of the practitioner, who is a psycho-physical unity. Change of practice, in the service of humanisation, is possible, but involves not only an intelligent critique of self and world, but awareness of how action is manifesting in the moment in classroom or school-related interaction. John Dewey's understanding of the nature of psycho-physical unity, together with the phenomenological insights of Merleau-Ponty are used as possible contributions towards consistency in conscientization.
Becta ICT Research …, 2003
Dave Miller, mathematics, and Victoria Door, modern foreign languages, are full-time lecturers in... more Dave Miller, mathematics, and Victoria Door, modern foreign languages, are full-time lecturers in the Department of Education at Keele University, with their major teaching commitment being the department's secondary PGCE course. ... Doug Averis is employed by Keele ...
Becta: ICT Research …, 2005
Discussion The discussion that follows adapts the format of Johnson and Scholes'(1993) PEST ... more Discussion The discussion that follows adapts the format of Johnson and Scholes'(1993) PEST analysis for environmental scanning of political, economic, socio-cultural and technological aspects. Our analysis focuses on pedagogy, engagement, socio-cultural ...
Technology, Pedagogy and Education, 2005
... 17. London: Department for Education and Skills (DfES). Cox, M., Abbott, C. & Web... more ... 17. London: Department for Education and Skills (DfES). Cox, M., Abbott, C. & Webb, M. (2003b)ICT and Pedagogy: a review of the research literature. ICT in Schools Research and Evaluation Series No. 18. London: Department for Education and Skills. ...
Learning, Media and Technology, 2007
There has been considerable investment in the use of interactive whiteboard technology in schools... more There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐ ...
Becta ICT Research …, Jan 1, 2003
Congress on Research in Dance Conference Proceedings, 2009
The Language Learning Journal, 2014
In the context of schooling, how can practitioners who wish to transform social conditions rather... more In the context of schooling, how can practitioners who wish to transform social conditions rather than reproduce them, manage to be consistent in their everyday practice? This paper is about deepening awareness of self in the world, in the context of consistency of thought and action. It proposes a view of self as a psycho-physical unity, deeply connected to, and involved in, the world. I suggest that consistency must be learned in the face of how we have already allowed ourselves to be formed and that we can do so by using reflexive critical insight into both a unitary self and the world which that self opens on to.
Technology Pedagogy and Education
There has been an increasing awareness of the need to understand the match between technology and... more There has been an increasing awareness of the need to understand the match between technology and pedagogy in the development of interactive learning supported by the interactive whiteboard in schools in the United Kingdom. There is evidence that teachers are seeking some understanding of the research background and to this end a team from Keele University has been working on three aspects of interactive whiteboard use – the management of change as the technology is introduced, the learning processes as teachers become more fluent with the hardware and software, and the development of interactivity as a feature of enhanced pedagogy. There is comparatively little background or research literature available but the team have sought this out and offer an analysis of findings from a broad sweep of sources. These confirm that enhanced interactivity requires an understanding of the way in which both teachers and pupils gain from the use of the technology and demonstrate that there is a pr...
Technology, Pedagogy and Education, 2005
... 17. London: Department for Education and Skills (DfES). Cox, M., Abbott, C. & Web... more ... 17. London: Department for Education and Skills (DfES). Cox, M., Abbott, C. & Webb, M. (2003b)ICT and Pedagogy: a review of the research literature. ICT in Schools Research and Evaluation Series No. 18. London: Department for Education and Skills. ...
Learning, Media and Technology, 2007
There has been considerable investment in the use of interactive whiteboard technology in schools... more There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐ ...
Secondary school learners developing reading skills in foreign languages in England are commonly ... more Secondary school learners developing reading skills in foreign languages in England are commonly given a page with text and images, in the form of a textbook, worksheet or screen. But what do learners make of this mixture of word and image? What guidance is given by teachers of how to deal with images in relation to text? Original research, drawing on Schmidt’s (2001) noticing hypothesis, and Focus on Form in language teaching (e.g. Doughty and Williams, 1998) indicates that the power of the image in supporting or interfering with reading in this context is underestimated. Learners, in this qualitative study of Year 9 French reading, indicated that images could distract from noticing the language itself and mislead as to word meaning. Images were privileged as sources of meaning so that accompanying words were interpreted as corresponding to them and the French words became a secondary source of information. On analysis, images in mainstream textbooks appeared to be inconsistent in their relationship to word meaning. However, learners were not normally made aware of page design factors as such potential sources of misinformation. Findings supported Schmidt’s (2001) assertion that attention is necessary for language learning and that the role of selective attention in terms of what is noticed and subsequently processed, evidently needs to be considered in language teaching and learning. My further thinking is that conscious choice of focus is key in a system that is limited, selective and highly interpretive. I suggest that teaching across the curriculum benefits from an explicit focus on visual literacy to facilitate conscious choosing; learners should be helped to develop critical awareness of their own habitual way of interpreting page or screen content, as well as of the phenomena of noticing, together with a critical understanding of the page designer’s intent.
Catherine Doughty, & Jessica Williams, Focus on form in classroom second language acquisition (Cambridge: Cambridge University Press, 1998).
Richard Schmidt, Attention. In Peter Robinson (Ed.), Cognition and second language instruction, (Cambridge: Cambridge University Press, 2001) 3-32.
How might an educational practitioner ensure their own action in the world matches their espou... more How might an educational practitioner ensure their own action in the world matches their espoused moral stance? Is there a problem here at all, or do those who wish to be transformative in their practice automatically become consistent in thought and action? One aspect of Freire’s concept of conscientization is that individuals develop a deepening awareness of both the socio-cultural world and their own potential for transforming that world. (Freire, 1998) This paper is lays out a rationale for deepening awareness of self in the world, in the context of consistency of thought and action, specifically in the context of high school teaching and school leadership. It proposes a view of self as a psycho-physical unity, deeply connected to, and involved in, the world. It is suggested that consistency must be learned in the face of how we have already allowed ourselves to be formed and that we can do so by using reflexive critical insight into both a unitary self and the world which that self opens on to.
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Papers by Victoria M Door
Catherine Doughty, & Jessica Williams, Focus on form in classroom second language acquisition (Cambridge: Cambridge University Press, 1998).
Richard Schmidt, Attention. In Peter Robinson (Ed.), Cognition and second language instruction, (Cambridge: Cambridge University Press, 2001) 3-32.
Catherine Doughty, & Jessica Williams, Focus on form in classroom second language acquisition (Cambridge: Cambridge University Press, 1998).
Richard Schmidt, Attention. In Peter Robinson (Ed.), Cognition and second language instruction, (Cambridge: Cambridge University Press, 2001) 3-32.