Portfolio #15. Academic Articles

Entry #15: Academic Articles.

My abstract based on the article Academic Freedom 

Source:  Altbach, P. (2001). "Academic Freedom: International Warning Signs." in International Higher Education. pp 24, 25 (last visited November 2020).

Independence and freedom are two central values in the academic field, and not only are they desirable but also essential if quality teaching is the goal. Drawing a route that visits different moments in History and latitudes, the paper explores a variety of political and religious scenarios, which are clear samples of how academic freedom can be conveniently suppressed. From the medieval universities to the new patterns of communication that the Internet provides, it is possible to realise how academic freedom could be muzzled in order to manipulate the information either for political, economic or religious purposes. This article reveals the relation between the control over the information and the existence of totalitarian regimes, by exposing the frailty of freedom of expression in such contexts. Furthermore, this paper warns about the subtle, yet vivid threat against academic freedom that the markeplace and other external pressures still pose. The article is an eye-opener as regards the attacks that academic freedom still endures, and critically holds that the academic community is failing to counterattack properly.

No matter how much theory we may engulf, how many hours of reading or hard thinking we devote to a certain topic, until we put it into practice and finally see how it works we cannot say that the process is completed. Irrational as it may sound, we sometimes prefer to spend endless hours reading and adding more and more sources, instead of trying our understanding with excercises like this one, thus achieving a full comprehension of the matter. That is exactly what happened to me with this proposal: I had the chance to apply all that I had read about abstracts and its moves, and the outcome is my own abstract. This reflection is valid, I believe, because it helps me embrace an ultimate conclusion in regards to the importance of a well-balanced supply of  theory and practice in the context of Education.     

Entry #14: More on Abstracts

 Portfolio #14. Abstracts.

Read these TITLES:

User Perception and Use of the Academic Library: A Correlation Analysis	E
Educational Usage of Mobile Devices: Differences Between Postgraduate and Undergraduate Students	F
Old Maids, Policeman, and Social Rejects: Mass Media Representations and Public Perceptions of Librarians	C
Identifying the prevailing images in Library and Information Science profession: is the landscape changing?	D
Resistance to Change in Libraries: Application of Communication Theories	A
Social Media Use in Academic Libraries: A Phenomenological Study	B

Read the ABSTRACTS below.

Match the abstract to the title of the paper. Underline KEY WORDS that help you fulfill this task.

Abstract A Libraries are affected by discontinuous change caused by the type and rapidity of technological innovations. By examining the theories of structuration, diffusion of innovation, and contingency, change in libraries can be better understood, thus easing its adoption and assimilation. There is a need to reconceptualize libraries. Gray Weiner, S. (2003) in Library and the Academy, 3:69-78

Abstract B Academic libraries are increasingly engaged on social media in order to connect with diverse community groups and move beyond the traditional bounds of the library. This research uses a phenomenological approach and Institutional Theory to explore social media postings at six different public and private university libraries in two Midwest states. The research addresses what themes emerge among the university library's social media pages and what, if any, differences in themes emerge based on the status of the library in question. Social media postings included ten different codes: archives; collections; events; exhibits; facility; library community; sentiments; services; site management; and university community. These codes were tied to three different themes: libraries create a sense of outreach and advocacy with the goal of establishing community connection, providing an inviting environment, and access to content as needed or desired. Ultimately, while libraries at universities with an ARL library or an MLS granting degree program showed a similar breakdown between these three themes, libraries at other master's degree institutions spent less time on making community connections in lieu of posting content and information about the library's environment. Harrison, A. (2017) in The Journal of Academic Librarianship. Vol 43. Issue 3. pp 248 - 256 https://doi.org/10.1016/j.acalib.2017.02.014

Abstract C This paper investigates the relationships between mass media representations of librarians and users’ perceptions and consequent use of librarians and libraries by asking three questions: 1. How are librarians depicted by the mass media? 2. How does the public perceive librarians and how might these views relate to mass media representations? 3. What are the potential effects of these representations and perceptions? Representations of librarians by the mass media generally fall into one of five somewhat discrete categories. Public perceptions of librarians are somewhat different; although librarians are often described in positive terms, there is nearly no awareness as to the knowledge, duties, skills, and education of librarians and, as a consequence, public perceptions draw more heavily on stereotypical representations of librarians’ personalities. Ultimately, librarians and libraries tend not to be effectively utilized, as users remain unaware of librarians’ abilities and responsibilities. Seale, M. (2008) in Electronic Journal of Academic and Special Librarianship . V 9, N#1

Abstract D This paper aims to provide a systematic review on Library and Information Science profession’s image and stereotypes from 2000-2013. In particular, it aims to identify and analyze the prevailing images of librarians in various contexts and explore possible changes occurring over time. The method of systematic review is adopted to identify the prevailing images in Library and Information Science profession. Specifically, sixty papers were selected and five main themes emerged such as "public’s perceptions", "librarians’ perceptions", "students’ perceptions", "mass media" and "image as an issue" after a thorough analysis of papers’ aim. It was found that librarians were negatively perceived by both the wider public and the students. In terms of mass media, the image of ‘the old maid’ was dominant whereas newspapers focused on the male librarian who was perceived as glamorous. Positive stereotypes were also found in children books. On the whole, librarian’s image and relevant stereotypes have not changed considerably over time. This literature review considered only papers published between 2000 and 2013 and only in English mainly due to language restrictions. This review identifies, critically analyzes and discusses the literature on the prevailing images and stereotypes associated with Library and Information Science profession in the last thirteen years. In addition, it attempts to identify and discuss any changes that occurred in this time frame. Vassilakaki, Evgenia & Moniarou-Papaconstantinou, Valentini. (2014) in New Library World. 115. 10.1108/NLW-03-2014-0029. http://dx.doi.org/10.1108/NLW-03-2014-0029

Abstract E This study explores user perception, the use of an academic library, and the correlation between user perception and library use. The findings indicate that the academic library is a preferred place to study and spend time during non-class times on campus. The frequent user activities in the library included individual study, reading, computer use, finding information, group study, using reference and information services, and meeting and socializing. The correlation between library use and each of the user activities was examined. The findings suggest that users perceive the academic library primarily as a place for learning and information seeking. The study shows how users perceive and use the academic library, and provides insights into how libraries can strengthen their place and advance their role in the academic community. Kim, J. (2017) in The Journal of Academic Librarianship. Vol 43. Issue 3. pp 209 - 215 https://doi.org/10.1016/j.acalib.2017.03.002

Abstract F The rapid increase of smartphone usage in recent years has provided students the opportunity to participate in mobile learning (m-learning) anywhere, anytime. Academic institutions are also following this trend to launch many m-learning services. This article investigates the differences of the user needs between undergraduate (UG) and postgraduate (PG) students though an online survey with 140 Library Information Systems (LIS) subjects in a Japanese university in order to provide solid foundations for future m-learning studies. We find that UG and PG students do not show significant differences in adopting m-learning by smartphones despite the fact that they have different learning patterns. The m-learning frequencies of smartphones generally range from weekly to monthly, where using search engines is the most frequent, and reading academic resources is the least frequent. They tend to use these services for handling their daily routines (such as search engine, social networks) rather than their academic activities (such as using online databases to search for academic materials). Further, the results also show that content displaying issues (e.g., small display screen, text unable to enlarge) are barriers for most subjects in using these m-learning services. Lau, K. P. (2017) in The Journal of Academic Librarianship. Vol 43. Issue 3. pp 201-208 https://doi.org/10.1016/j.acalib.2017.03.004

Swales’ Framework of Move and Step Analysis Swales’ framework was originally designed to help non-native speakers of English in a university setting master the macro level of organisational structures and the micro level of linguistic features which are conventionally used in texts required in their disciplines and professions (Hyon, 2002; Swales, 1990). 

According to Biber et al. (2007, p. 15), Swales’ move analysis is regarded as a specific approach to genre analysis. It was developed as a top-down or macro approach to demystify the discourse structure of texts from a genre. The basic aim of move analysis is to consider and describe texts as a sequence of “moves”, where each move presents a stretch of text serving a particular communicative function. Each move, therefore, not only has its own purpose but also contributes to the overall communicative purpose of the genre. In conducting a move analysis, researchers segment texts into moves based on their communicative purpose, as it is believed that the overall discourse structure of a text can be described in relation to the sequence of move types. Each move contains a number of elements with which the move is realised. These constituent elements are referred to as “steps” by Swales (1990) or “strategies” by Bhatia (1993). The steps of a move primarily function to achieve the purpose of the move to which it belongs (e.g., Bhatia, 1993; Swales, 1990; 2004). In short, the main objective of move-based studies on a type of text is to identify the organisation of texts, by capturing the prevalent types of moves and steps, and how these are organised in a particular text. IJASOS- International E-Journal of Advances in Social Sciences, Vol. I, Issue 2, August 2015 http://ijasos.ocerintjournals.org 113 Swales (1990; 2004) proposed a version of the CARS model which has been the predominant analytical tool used in the analysis of the Introduction component of RAs. It is used to describe the macro structure of RAs Introduction, consisting of three moves. Each of the moves is obligatory and minimally consists of one component step. The following figure summarises the CARS model as proposed in Swales (2004). Fig. 1: Swales’ 2004 revised model for RA Introductions. The model has been subsequently validated in RA Introductions across several disciplines (e.g., Samraj, 2002 in wildlife behaviour and biology conservation; Kanoksilpatham, 2011; 2012 in civil engineering; Ozturk, 2007 in second language acquisition and second language writing). As an extension, the model was also adapted and used to analyse other internal sections of RAs in academic disciplines, e.g., Brett (1994) in the Results section; Peacock (2011) in the Methods sections in eight disciplines; Lim (2006) in the Method sections of management RAs; Yang and Allison (2003) in Results and Discussion sections of applied linguistics RAs; and Nwogu (1997) in the Discussion section of medical articles. The findings from these studies have helped us recognise that awareness of rhetorical organisation of texts is helpful, providing the schema of what information elements or moves is presented. These studies, however, have demonstrated that each section of RAs has its own structural organisation and is probably discernible with regard to disciplinary variation. Furthermore, patterns of lexical and grammatical features frequently used in research articles also usually vary according to the writers’ English proficiency and writers’ idiosyncrasy.

The previous information has been borrowed from this site. Last visited: November 9th, 2020.

"The basic aim of move analysis is to consider and describe texts as a sequence of “moves”, where each move presents a stretch of text serving a particular communicative function. Each move, therefore, not only has its own purpose but also contributes to the overall communicative purpose of the genre".

Swales, J. M. (1993)

1) Abstract C

This paper investigates the relationships between mass media representations of librarians and users’ perceptions and consequent use of librarians and libraries by asking three questions: 1. How are librarians depicted by the mass media? 2. How does the public perceive librarians and how might these views relate to mass media representations? 3. What are the potential effects of these representations and perceptions? Representations of librarians by the mass media generally fall into one of five somewhat discrete categories. Public perceptions of librarians are somewhat different; although librarians are often described in positive terms, there is nearly no awareness as to the knowledge, duties, skills, and education of librarians and, as a consequence, public perceptions draw more heavily on stereotypical representations of librarians’ personalities. Ultimately, librarians and libraries tend not to be effectively utilized, as users remain unaware of librarians’ abilities and responsibilities.

Seale, M. (2008) in Electronic Journal of Academic and Special Librarianship . V 9, N#1

Which sentence/s...?
describe(s) the background situation/ introduce(s) the topic? (MOVE 1: ESTABLISHING A RESEARCH TERRITORY) Representations of librarians by the mass media generally fall into one of five somewhat discrete categories
present(s) the purpose of the paper? (OCCUPYING THE NICHE) "This paper investigates the relationships between mass media representations of librarians and users’ perceptions and consequent use of librarians and libraries..."
describe(s) the methods of the study? (ESTABLISHING A NICHE) "...by asking three questions: 1. How are librarians depicted by the mass media? 2. How does the public perceive librarians and how might these views relate to mass media representations? 3. What are the potential effects of these representations and perceptions".
present(s) findings and results? (OCCUPYING THE NICHE) Public perceptions of librarians are somewhat different; although librarians are often described in positive terms, there is nearly no awareness as to the knowledge, duties, skills, and education of librarians and, as a consequence, public perceptions draw more heavily on stereotypical representations of librarians’ personalities
explain(s) discussions or conclusions Ultimately, librarians and libraries tend not to be effectively utilized, as users remain unaware of librarians’ abilities and responsibilities

 

2) Abstract E

This study explores user perception, the use of an academic library, and the correlation between user perception and library use. The findings indicate that the academic library is a preferred place to study and spend time during non-class times on campus. The frequent user activities in the library included individual study, reading, computer use, finding information, group study, using reference and information services, and meeting and socializing. The correlation between library use and each of the user activities was examined. The findings suggest that users perceive the academic library primarily as a place for learning and information seeking. The study shows how users perceive and use the academic library, and provides insights into how libraries can strengthen their place and advance their role in the academic community.

Kim, J. (2017) in The Journal of Academic Librarianship. Vol 43. Issue 3. pp 209 - 215 https://doi.org/10.1016/j.acalib.2017.03.002

Which sentence/s...?
describe(s) the background situation/ introduce(s) the topic? (ESTABLISHING A RESEARCH TERRITORY) This study explores user perception, the use of an academic library, and the correlation between user perception and library use.
present(s) the purpose of the paper? This study explores user perception, the use of an academic library, and the correlation between user perception and library use.
describe(s) the methods of the study? ---
present(s) findings and results? (OCCUPYING THE NICHE) The findings indicate that the academic library is a preferred place to study and spend time during non-class times on campus. The frequent user activities in the library included individual study, reading, computer use, finding information, group study, using reference and information services, and meeting and socializing.
explain(s) discussions or conclusions (ESTABLISHING THE NICHE) The study shows how users perceive and use the academic library, and provides insights into how libraries can strengthen their place and advance their role in the academic community

An abstract is a brief summary of an academic paper (oftentimes a research article) that works as its point-of-entry. Still, it is an independent text, and for this reason it can be considered as a stand-alone entity. It comprises the most salient concepts of the paper, the purpose of the research, the current scenario, what seems to be missing, and the results of the investigation. It is not expected to include paraphrased sentences, quotes, statistics, tables or any other detailed background information. As stated, it is brief by nature. We can find different types of abstracts: informative, descriptive, highlight and critical. The macro-structure of an abstract comprises a sequence of moves, which serve different purposes within the text.  The correct application of these moves eventually produces the fulfillment of the communicative goal.

How difficult does it get when we are asked to dismember the parts of a text as harmless Jack the Rippers? Unused to apply these "mathematics" on Language as we are,  it constitutes a true challenge to put into practice such a a thorough examination. Even though, at this height, we are aware of the existence  and importance of the macro level of organisational structures, we are still discovering the conventions that texts comprise. It is, then, of paramount value to really understand what abstracts are made of, and why. By seeing an abstract as a sequence of moves, each of which serves a different purpose, we can apply Swales' analytical tool to understand the mechanism through which the communicative purpose is attained. Which is both challenging and rewarding, as every new teaching we have come across throughout this academic year in Written Expression IV.

Entry #12 Three Sample Paragraphs

 Entry #12: Three Sample Paragraphs

Un corazón simple, Gustave Flaubert	The Tiger, William Blake
Finnegan's Wake, by James Joyce.	1984, George Orwell.
@alejmordu     https://twitter.com/alejmordu/status/1285554121966264321

 Picture credits: Alejandro Morduchowicz     @alejmordu

 DECONSTRUCTION PROCESS:

"I've spent the whole morning correcting a text, and actually I removed only one comma. In the afternoon, I added it." Oscar Wilde.

"Publico, para dejar de corregir." Jorge Luis Borges.

"Writing is very easy. You simply have to remove the incorrect words." Mark Twain.

To write good texts, we have to be able to understand the way they are written. And, of course, to be ready to edit our own written pieces.

 

PARAGRAPH 1: 

In SAMPLE 1 the TOPIC SENTENCE is a  falacy. (There are NO CLASSES in Argentina and we haven't noticed it???). The rest of the paragraph is COHESIVE and COHERENT. Language and vocabulary are appropriate. However, because of this topic sentence, the WHOLE paragraph lacks meaning. Pay attention to THEME and RHEME>> where can you find the "incorrect information" (falacy)?? Why is the reader INDUCED to understand something that is NOT real (i.e."no classes")?, Where is this information placed in the sentence? 

"Ante la suspensión de las clases en todo el país, Infobae asumió el rol de difundir contenidos educativos para los chicos que permanecen en cuarentena. Se utilizarán videos de la plataforma educativa Ticmas que acompaña a estudiantes, docentes e instituciones con contenidos y herramientas de aprendizaje, accesible para todos los colegios y de rápida implementación. Las publicaciones serán en torno a tres grandes áreas de conocimientos: humanidades, ciencias y matemática. [...]"

Fuente: INFOBAE. "Día del Profesor. Quién fue José Manuel Estrada."  Disponible en:  https://www.infobae.com/educacion/2020/09/18/dia-del-profesor-quien-fue-jose-manuelestrada/#:~:text=D%C3%ADa%20del%20Profesor%3A%20%C2%BFqui%C3%A9n%20fue,chicos%20que%20permanecen%20en%20cuarentena. Última visita: 18 septiembre 2020.

 

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SAMPLE 2:

Pay attention to the Topic Sentence. The RHEME refers to "PROGRESS and COMPLACENCY". Actually these appear in the rest of the paragraph as: restoration of academic freedom and removal of restrictions in former Soviet Union, and less strict restrictions in China. Pay attention of the EXAMPLES found in the supporting material that reflect the information in the rheme of the TS.

"[...] In the aftermath of the Cold War, considerable progress was made and complacency set in. As mentioned earlier, academic freedom was restored in the former Soviet bloc and a half-century of restriction was largely removed. While the universities in Russia and the other countries of the former Soviet Union have faced many problems, academic freedom was to a considerable degree observed. The situation in Central and Eastern Europe was, and remains, even more favorable. Even China, where restrictions remained and were tightened after the Tiananmen Square demonstrations in 1989, loosened up by the end of the century.[...]"

Source: Altbach, P. (2015). "Academic Freedom: International Warning Signs." in International Higher Education, (24). https://doi.org/10.6017/ihe.2001.24.6938.

 

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SAMPLE 3:

 

The first sentence of this paragraph acts as a TOPIC INTRODUCER. Actually the second sentence is the TOPIC SENTENCE. HOW can we check whether the 2nd sentence is the TS?? Simply by reading and analysing the rest of the paragraph!

[...] The epistemological tenets of a sociocultural perspective are drawn largely from the seminal work of Lev Vygotsky (1978,1986), the Russian psychologist and educator, and his followers Leont’ev (1981) and Luria (1982), and more recently those who have extended his theories, including Cole (1996), John-Steiner 1997), Kozulin (1998), Lantolf (2000, 2006a), Wells(1999), and Wertsch (1991). A sociocultural perspective assumes that human cognition is formed through engagement in social activities, and that it is the social relationships and the culturally constructed materials, signs, and symbols, referred to as semiotic artifacts, that mediate those relationships that create uniquely human forms of higher-level thinking. Consequently, cognitive development is an interactive process, mediated by culture, context, language, and social interaction. Knowledge of the world is mediated by virtue of being situated in a cultural environment and it is from this cultural environment that humans acquire the representational systems that ultimately become the medium, mediator, This suggests that meaning does not reside in language itself, but instead in the social group’s use of language, and therefore cognitive development is characterized as the acquisition and manipulation of cultural tools and knowledge, the most powerful of which is language. According to Wertsch (1995), “individuals have access to psychological tools and practices by virtue of being part of a socio cultural milieu in which those tools and practices have been and continue to be culturally transmitted” (p.141).[...]"

 

Source: Johnson, K. (2009). Defining a Sociocultural Perspective - In Second Language Teacher Education – A Sociocultural Perspective – ESL & Applied Linguistics Professional Series. New York: Routledge. pp 1-6

 

These texts correspond to two different text types (informative, descriptive text types) and three genres. They are written genres, formal; the first one is a piece of news, the second one is an academic paper and the third one is a chapter from a book. Needless to say, these are all excerpts.

The information included in this entry has been entirely taken from the original post "Lesson 12" by Stella Maris Saubidet Oyhamburu, and will remain here only for my own study purposes.