Sheffield Hallam University

About: Sheffield Hallam University is a education organization based out in Sheffield, United Kingdom. It is known for research contribution in the topics: Context (language use) & Population. The organization has 4741 authors who have published 11865 publications receiving 261072 citations. The organization is also known as: Sheffield City Polytechnic.

Writing the future in the digital age

Abstract: Meaning making in new media presents new opportunities and challenges for those working in formal and informal educational contexts. How this impacts on a literacy curriculum that attempts both to deliver ‘the basics’ and to respond to new technology demands careful exploration. This paper examines what we mean by digital literacy and how it differs from traditional print literacy, identifying some key priorities for literacy educators. Drawing on the work of Gee, Kress and Lankshear and Knobel, it maps the field of digital literacy and locates areas for research and development. A discussion of the significant changes in materiality and textual form is followed by an exploration of the concept of critical digital literacy. The paper concludes with an overview of future trends in digital communication, which suggest that written representation will continue to be important and that digital literacy will continue to develop distinct registers.

Literacy in virtual worlds

Abstract: Introducing new digital literacies into classroom settings is an important and challenging task, and one that is encouraged by both policy-makers and educators. This paper draws on a case study of a 3D virtual world which aimed to engage and motivate primary school children in an immersive and literacy-rich on-line experience. Planning decisions, early experimentation and the experience of avatar interaction are explored. Using field notes, in-world interviews and observations I analyse pupil and teacher perspectives on the use of digital literacy and its relationship to conventional classroom literacy routines, and use these to trace the potential and inherently disruptive nature of such work. The paper makes the case for a wider recognition of the role of technology in literacy and suggests that teachers need time for experimentation and professional development if they are to respond appropriately to new digital literacies in the classroom.

Exercise therapy as a treatment for psychopathologic conditions in obese and morbidly obese adolescents: a randomized, controlled trial.

Abstract: Objective. We conducted a proof-of-concept, randomized, controlled trial to investigate the effects of a supervised exercise therapy intervention on psychopathologic outcomes in obese adolescents. Methods. The participant sample consisted of 81 adolescents (age: 11–16 years) who had been referred to a children's hospital for evaluation of obesity or who responded to a community advertisement. Participants were assigned randomly to exercise therapy, an equal-contact exercise placebo intervention, or usual care. Intervention participants attended 3 one-on-one sessions per week for 8 weeks and then completed a home program for another 6 weeks. Outcomes included self-perceptions (self-esteem), depression, affect, physical activity, aerobic fitness, and BMI. Results. A total of 18 of 81 participants were categorized as morbidly obese (BMI SD score: >3.5; adult equivalent BMI:≥ 40). At baseline, 30.3% of participants had a Children's Depression Inventory score of ≥13, and 27% reported recent suicidal ideation. Repeated-measures mixed analysis of covariance (controlling for baseline scores) revealed significant changes in physical self-worth, associated measures of self-esteem, and physical activity over time, consistently favoring exercise therapy. There were no significant changes in BMI. Conclusions. Findings confirmed psychopathologic conditions as a serious health concern in obese and morbidly obese adolescents. Our study is the first randomized, controlled trial to demonstrate that a brief supervised exercise therapy intervention has the potential to improve psychopathologic outcomes significantly and to increase physical activity in obese adolescents, relative to usual care.

Pro-Poor Tourism: From Leakages to Linkages. A Conceptual Framework for Creating Linkages between the Accommodation Sector and ‘Poor’ Neighbouring Communities

Abstract: The concept of pro-poor tourism (PPT) has in recent years received attention from academia, key industry and donor organisations. While several ‘How to…?’ manuals have been written, little emphasis has so far been given to situating the PPT debate within the general literature on tourism and development. This paper contributes to the PPT debate by linking macro-economic concepts such as leakages and multipliers to micro-economic action opportunities for the mainstream accommodation sector in developing countries. As such it brings together the well-established tourism literature on economic impacts on the macro level with the more recent PPT literature that focuses on action on the ground. A conceptual framework for analysing and developing linkages between the accommodation sector and ‘poor’ neighbouring communities is suggested. This framework is based deductively on a critical review of the literature, coupled with first-hand experience in PPT action-research. It is suggested that PPT action opportunities encompass both core and non-core activities within the accommodation sector. Bringing together a wide range of past and present research, four types of potential linkages are proposed which are (1) employment; (2) sourcing and procurement; (3) SMME development and outsourcing; and (4) other types of partnerships such as donations.

The Use of Virtual Reality in Psychology: A Case Study in Visual Perception

Abstract: Recent proliferation of available virtual reality (VR) tools has seen increased use in psychological research. This is due to a number of advantages afforded over traditional experimental apparatus such as tighter control of the environment and the possibility of creating more ecologically valid stimulus presentation and response protocols. At the same time, higher levels of immersion and visual fidelity afforded by VR do not necessarily evoke presence or elicit a “realistic” psychological response. The current paper reviews some current uses for VR environments in psychological research and discusses some ongoing questions for researchers. Finally, we focus on the area of visual perception, where both the advantages and challenges of VR are particularly salient.