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100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Heather Molyneaux</h3></div><div class="js-work-strip profile--work_container" data-work-id="36543006"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36543006/Staying_Socially_Connected_with_Online_Video_Communication_A_Case_Study"><img alt="Research paper thumbnail of Staying Socially Connected with Online Video Communication: A Case Study" class="work-thumbnail" src="https://attachments.academia-assets.com/56466163/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36543006/Staying_Socially_Connected_with_Online_Video_Communication_A_Case_Study">Staying Socially Connected with Online Video Communication: A Case Study</a></div><div class="wp-workCard_item"><span>Canadian Journal of Communication</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Video communication conducted online — online videos, video calls, and videoconferencing — is qui...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Video communication conducted online — online videos, video calls, and videoconferencing — is quickly becoming a fixture in the everyday lives of many Canadians. We conducted a case study of residents of a small Canadian city, exploring their use of video communication to maintain social relationships. Our study indicates high levels of acceptance for communicating using video with others at a geographical distance, especially where there is a cost savings, a close personal relationship between participants, and a need to “show” objects or expressions. Concern about privacy restrains more frequent use. The discussion considers these findings in the context of public sphere theory and the potential for online video communications to be a special kind of place for people to meet and socialize with others.La communication vidéo en ligne – appels vidéo, visioconférences, vidéos affichés en ligne – est rapidement en train de devenir une habitude dans la vie quotidienne de nombreux Canadi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6c69764c70a67354a474d348cd3f8398" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56466163,"asset_id":36543006,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56466163/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543006"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543006"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543006; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543006]").text(description); $(".js-view-count[data-work-id=36543006]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543006; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543006']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543006, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6c69764c70a67354a474d348cd3f8398" } } $('.js-work-strip[data-work-id=36543006]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543006,"title":"Staying Socially Connected with Online Video Communication: A Case Study","translated_title":"","metadata":{"abstract":"Video communication conducted online — online videos, video calls, and videoconferencing — is quickly becoming a fixture in the everyday lives of many Canadians. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36543005"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36543005/Social_Media_in_Remote_First_Nation_Communities"><img alt="Research paper thumbnail of Social Media in Remote First Nation Communities" class="work-thumbnail" src="https://attachments.academia-assets.com/56466164/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36543005/Social_Media_in_Remote_First_Nation_Communities">Social Media in Remote First Nation Communities</a></div><div class="wp-workCard_item"><span>Canadian Journal of Communication</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Community resilience in First Nations includes ties to people both inside and outside the communi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Community resilience in First Nations includes ties to people both inside and outside the community, intergenerational communication, the sharing of stories, and family and community connectedness. This study, based on a survey of Internet users in the Sioux Lookout region of Northwestern Ontario, explores the link between social networking sites and community resilience. The region is home to some of the most isolated First Nation (indigenous)communities in Canada. Cultural and familial links between these communities are strong, yet until recent use of the Internet, maintaining regular communications to strengthen cultural ties was challenging. This study examines the links between travel and communication online, the ways in which social media are used to preserve culture and maintain communication, and the implications of social networking for community resilience.La résilience communautaire chez les Premières Nations se base sur les rapports à autrui tant au sein de la communau...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a2ccdf7b2c65675bbcf94cc3e52d1729" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56466164,"asset_id":36543005,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56466164/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543005"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543005"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543005; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543005]").text(description); $(".js-view-count[data-work-id=36543005]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543005; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543005']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543005, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a2ccdf7b2c65675bbcf94cc3e52d1729" } } $('.js-work-strip[data-work-id=36543005]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543005,"title":"Social Media in Remote First Nation Communities","translated_title":"","metadata":{"abstract":"Community resilience in First Nations includes ties to people both inside and outside the community, intergenerational communication, the sharing of stories, and family and community connectedness. 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However, an estimate...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today’s society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. Our conclusions present the lessons learned from our evaluations and the impact of the studies’ specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543004"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543004]").text(description); $(".js-view-count[data-work-id=36543004]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543004; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543004']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543004, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36543004]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543004,"title":"Hidden in plain sight : Low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools","translated_title":"","metadata":{"abstract":"ABSTRACT Illiteracy is often associated with people in developing countries. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36543001"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36543001/Showing_off_your_mobile_device"><img alt="Research paper thumbnail of Showing off" your mobile device" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36543001/Showing_off_your_mobile_device">Showing off" your mobile device</a></div><div class="wp-workCard_item"><span>Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services - MobileHCI '11</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For a very large number of adults, tasks such as reading. understanding, and using everyday items...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For a very large number of adults, tasks such as reading. understanding, and using everyday items are a challenge. 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H...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Efforts to address the problems of literacy are often focused on developing countries. However, functional illiteracy is a challenge encountered by up to 50% of adults in developed countries. In this paper we reflect on the challenges we faced in trying to design and study the use of a mobile application to support adult literacy with two user groups: adults enrolled in literacy classes and carpenters without a high school education enrolled in an essential skills program. We also elaborate on aspects of the evaluations that are specific to a marginalized, functionally illiterate, group in a developed country - aspects that are less frequently present in similar studies of mobile literacy support technologies in developing countries. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36542999"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/36542999/Fieldwork_with_vulnerable_populations"><img alt="Research paper thumbnail of Fieldwork with vulnerable populations" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/36542999/Fieldwork_with_vulnerable_populations">Fieldwork with vulnerable populations</a></div><div class="wp-workCard_item"><span>interactions</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Ethical implications for human-computer interaction research</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36542999"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36542999"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36542999; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36542998"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36542998/Hidden_in_plain_sight_low_literacy_adults_in_a_developed_country_overcoming_social_and_educational_challenges_through_mobile_learning_support_tools"><img alt="Research paper thumbnail of Hidden in plain sight: low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36542998/Hidden_in_plain_sight_low_literacy_adults_in_a_developed_country_overcoming_social_and_educational_challenges_through_mobile_learning_support_tools">Hidden in plain sight: low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools</a></div><div class="wp-workCard_item"><span>Personal and Ubiquitous Computing</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimate...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today’s society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. Our conclusions present the lessons learned from our evaluations and the impact of the studies’ specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36542998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36542998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36542998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36542998]").text(description); $(".js-view-count[data-work-id=36542998]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36542998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36542998']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36542998, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36542998]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36542998,"title":"Hidden in plain sight: low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools","translated_title":"","metadata":{"abstract":"ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today’s society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. 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This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2922037"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2922037/Balancing_Formal_Ethics_Requirements_and_the_Practicalities_of_a_Field_Study_with_Vulnerable_Populations"><img alt="Research paper thumbnail of Balancing Formal Ethics Requirements and the Practicalities of a Field Study with Vulnerable Populations" class="work-thumbnail" src="https://attachments.academia-assets.com/30892673/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2922037/Balancing_Formal_Ethics_Requirements_and_the_Practicalities_of_a_Field_Study_with_Vulnerable_Populations">Balancing Formal Ethics Requirements and the Practicalities of a Field Study with Vulnerable Populations</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69957c7d99d6f4520436497025ed0543" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30892673,"asset_id":2922037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30892673/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2922037"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2922037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2922037; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2922037]").text(description); $(".js-view-count[data-work-id=2922037]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2922037; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2922037']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2922037, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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While this formal process varies by country, the underlying principles are universal. For a large part of HCI research -controlled lab-based usability evaluations of a user interface -the ethics review process is a simple formality. However, for qualitative field research with vulnerable populations, formal ethics requirements can be very difficult to navigate. The dilemma of having to balance practical research concerns with formal ethics review requirements has mostly been foreign to HCI researchers; however, it is a current reality with the increase in qualitative research and field studies, mostly due to new areas of research in HCI, such as that of mobile technologies for developing countries or for marginalized populations. 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","translated_title":"","metadata":{"grobid_abstract":"Although sociologists see advertisements as having a negative impact on women's lives, advertisements in women's magazines have been, for the most part, overlooked by historians. Nevertheless, women's magazines such as Chatelaine and the advertising within these magazines are sources o f pleasure for women, and have the potential to be empowering. Yet, the ads in Chatelaine magazines do not empower women, but serve to contain their image and definitions by projecting an ideal o f femininity that is white, heterosexual and middle class. This thesis is not about the creation of ads -the ad companies and the individuals making the executive and creative decisions; nor is this study about the consumption o f ads -how viewers responded to the ads. Instead this thesis is a study o f the representation o f women. Firstly, this thesis examines the scholarly debates surrounding both women's magazines and the representation of women in magazines advertisements. By means of a 2001 Nike ad, a theoretical model for analyzing advertisement is then developed and explained. The remainder of the thesis analyzes ads from the Canadian magazine Chatelaine during different historical periods; automobile ads from the 1930s, advertisements from the Second World War, and hair dye ads from the late 1950s to the 1960s. These ads, when analyzed within their historical context all illustrate changing, but restricted, ideals o f femininity. Acknowledgements: First o f all I would like to thank my supervisor, Dr. L. McTavish for all ofher help with the conference papers and chapters which comprise this thesis. I also would like to thank my brother and sister-in-law for all o f their help when I first moved to Fredericton, as well as my other brothers and sisters, my parents and my grandparents. Thirdly I would like to recognize all the UNB professors and students who have challenged me intellectually. Last, but not least, special thanks to Andy McMullen, my moral as well as technical support during the past two years.","grobid_abstract_attachment_id":30888834},"translated_abstract":null,"internal_url":"https://www.academia.edu/2761679/The_Representation_of_Women_in_Chatelaine_Magazine_Advertisements_1928_1970","translated_internal_url":"","created_at":"2013-02-27T22:16:44.030-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":481647,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":30888834,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30888834/thumbnails/1.jpg","file_name":"MQ82547.pdf","download_url":"https://www.academia.edu/attachments/30888834/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Representation_of_Women_in_Chatelain.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30888834/MQ82547.pdf?1362685427=\u0026response-content-disposition=attachment%3B+filename%3DThe_Representation_of_Women_in_Chatelain.pdf\u0026Expires=1732487189\u0026Signature=VDNcyX7RwhmU3gdlRsjlTkFSBhTLdLp-nV718cU~NL33GULZR5EUR2JCeXcE4xEwa-1j4mXMF87cV78SSIK7Hznfjb8AsKdnNVxPs8AgwXu~cEoWw~uQyi3mDJ~tjK16YLZUkB2TSl5XVdoWh6jC60fY3AgQG6V8wl94BkWc-hkrVNaeuUG387M~cgAzUo9qzgwXvemEXsP0EqaFrPTvE7xOeThNSvUrsWUBoW4THz-JUv7gKMWpni4IeSIM7WJt36dGBanG8Fq8ozvmVp6JR2DZRvdZtZc5BO5ZJk7SBtAAptOg6cxJbItVOec-2KRiQ7HUq99oAhk9pK-VY5cmcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Representation_of_Women_in_Chatelaine_Magazine_Advertisements_1928_1970","translated_slug":"","page_count":168,"language":"en","content_type":"Work","owner":{"id":481647,"first_name":"Heather","middle_initials":null,"last_name":"Molyneaux","page_name":"HeatherMolyneaux","domain_name":"nrc-ca","created_at":"2011-06-09T01:22:59.286-07:00","display_name":"Heather Molyneaux","url":"https://nrc-ca.academia.edu/HeatherMolyneaux"},"attachments":[{"id":30888834,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30888834/thumbnails/1.jpg","file_name":"MQ82547.pdf","download_url":"https://www.academia.edu/attachments/30888834/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Representation_of_Women_in_Chatelain.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30888834/MQ82547.pdf?1362685427=\u0026response-content-disposition=attachment%3B+filename%3DThe_Representation_of_Women_in_Chatelain.pdf\u0026Expires=1732487189\u0026Signature=VDNcyX7RwhmU3gdlRsjlTkFSBhTLdLp-nV718cU~NL33GULZR5EUR2JCeXcE4xEwa-1j4mXMF87cV78SSIK7Hznfjb8AsKdnNVxPs8AgwXu~cEoWw~uQyi3mDJ~tjK16YLZUkB2TSl5XVdoWh6jC60fY3AgQG6V8wl94BkWc-hkrVNaeuUG387M~cgAzUo9qzgwXvemEXsP0EqaFrPTvE7xOeThNSvUrsWUBoW4THz-JUv7gKMWpni4IeSIM7WJt36dGBanG8Fq8ozvmVp6JR2DZRvdZtZc5BO5ZJk7SBtAAptOg6cxJbItVOec-2KRiQ7HUq99oAhk9pK-VY5cmcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":653642,"url":"http://dspace.hil.unb.ca:8080/xmlui/bitstream/handle/1882/43132/MQ82547.pdf?sequence=1"}]}, dispatcherData: dispatcherData }); 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H...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract Efforts to address the problems of literacy are often focused on developing countries. However, functional illiteracy is a challenge encountered by up to 50% of adults in developed countries. 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Online sites like YouTube share both professionally-produced videos and user-generated videos. Low-budget user-generated videos could offer new opportunities for promotion and awareness of health issues. Our study explores how a broad spectrum of people living in a small Canadian city engages with online videos for health information. A sample of adults who watch online videos participated in a survey with multi-media content. The study focus was to determine if they were seeking health information via online videos and to assess their responses to online videos on mental health issues. While 44% of participants never or rarely watched online videos containing health information, 90% believed that viewing short videos online produced by health professionals is a good way for people to access information about health. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="76354" id="papers"><div class="js-work-strip profile--work_container" data-work-id="36543006"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36543006/Staying_Socially_Connected_with_Online_Video_Communication_A_Case_Study"><img alt="Research paper thumbnail of Staying Socially Connected with Online Video Communication: A Case Study" class="work-thumbnail" src="https://attachments.academia-assets.com/56466163/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36543006/Staying_Socially_Connected_with_Online_Video_Communication_A_Case_Study">Staying Socially Connected with Online Video Communication: A Case Study</a></div><div class="wp-workCard_item"><span>Canadian Journal of Communication</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Video communication conducted online — online videos, video calls, and videoconferencing — is qui...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Video communication conducted online — online videos, video calls, and videoconferencing — is quickly becoming a fixture in the everyday lives of many Canadians. We conducted a case study of residents of a small Canadian city, exploring their use of video communication to maintain social relationships. Our study indicates high levels of acceptance for communicating using video with others at a geographical distance, especially where there is a cost savings, a close personal relationship between participants, and a need to “show” objects or expressions. Concern about privacy restrains more frequent use. The discussion considers these findings in the context of public sphere theory and the potential for online video communications to be a special kind of place for people to meet and socialize with others.La communication vidéo en ligne – appels vidéo, visioconférences, vidéos affichés en ligne – est rapidement en train de devenir une habitude dans la vie quotidienne de nombreux Canadi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6c69764c70a67354a474d348cd3f8398" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56466163,"asset_id":36543006,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56466163/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543006"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543006"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543006; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543006]").text(description); $(".js-view-count[data-work-id=36543006]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543006; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543006']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543006, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6c69764c70a67354a474d348cd3f8398" } } $('.js-work-strip[data-work-id=36543006]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543006,"title":"Staying Socially Connected with Online Video Communication: A Case Study","translated_title":"","metadata":{"abstract":"Video communication conducted online — online videos, video calls, and videoconferencing — is quickly becoming a fixture in the everyday lives of many Canadians. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36543005"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36543005/Social_Media_in_Remote_First_Nation_Communities"><img alt="Research paper thumbnail of Social Media in Remote First Nation Communities" class="work-thumbnail" src="https://attachments.academia-assets.com/56466164/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36543005/Social_Media_in_Remote_First_Nation_Communities">Social Media in Remote First Nation Communities</a></div><div class="wp-workCard_item"><span>Canadian Journal of Communication</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Community resilience in First Nations includes ties to people both inside and outside the communi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Community resilience in First Nations includes ties to people both inside and outside the community, intergenerational communication, the sharing of stories, and family and community connectedness. This study, based on a survey of Internet users in the Sioux Lookout region of Northwestern Ontario, explores the link between social networking sites and community resilience. The region is home to some of the most isolated First Nation (indigenous)communities in Canada. Cultural and familial links between these communities are strong, yet until recent use of the Internet, maintaining regular communications to strengthen cultural ties was challenging. This study examines the links between travel and communication online, the ways in which social media are used to preserve culture and maintain communication, and the implications of social networking for community resilience.La résilience communautaire chez les Premières Nations se base sur les rapports à autrui tant au sein de la communau...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a2ccdf7b2c65675bbcf94cc3e52d1729" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56466164,"asset_id":36543005,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56466164/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543005"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543005"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543005; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543005]").text(description); $(".js-view-count[data-work-id=36543005]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543005; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543005']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543005, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a2ccdf7b2c65675bbcf94cc3e52d1729" } } $('.js-work-strip[data-work-id=36543005]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543005,"title":"Social Media in Remote First Nation Communities","translated_title":"","metadata":{"abstract":"Community resilience in First Nations includes ties to people both inside and outside the community, intergenerational communication, the sharing of stories, and family and community connectedness. 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This study examines the links between travel and communication online, the ways in which social media are used to preserve culture and maintain communication, and the implications of social networking for community resilience.La résilience communautaire chez les Premières Nations se base sur les rapports à autrui tant au sein de la communau...","publisher":"CISP Journal Services","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Canadian Journal of Communication"},"translated_abstract":"Community resilience in First Nations includes ties to people both inside and outside the community, intergenerational communication, the sharing of stories, and family and community connectedness. This study, based on a survey of Internet users in the Sioux Lookout region of Northwestern Ontario, explores the link between social networking sites and community resilience. 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This study examines the links between travel and communication online, the ways in which social media are used to preserve culture and maintain communication, and the implications of social networking for community resilience.La résilience communautaire chez les Premières Nations se base sur les rapports à autrui tant au sein de la communau...","internal_url":"https://www.academia.edu/36543005/Social_Media_in_Remote_First_Nation_Communities","translated_internal_url":"","created_at":"2018-05-01T06:08:45.197-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":481647,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":56466164,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56466164/thumbnails/1.jpg","file_name":"2619-8950-1-PB.pdf","download_url":"https://www.academia.edu/attachments/56466164/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Social_Media_in_Remote_First_Nation_Comm.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56466164/2619-8950-1-PB-libre.pdf?1525180724=\u0026response-content-disposition=attachment%3B+filename%3DSocial_Media_in_Remote_First_Nation_Comm.pdf\u0026Expires=1732487189\u0026Signature=KYk-mSjNDTqg7Osm3lCmD674mR2bUFJYKMJIrCpQ6B4uk-w70JevxpDhDpfZTUMqzIZDgBsYI023S9NyFAeyIIxI7CqsgUvVSoG5ueMfSnisTYSwfaXQzcehuTO~wiPshU6M2ZhD6yTj~kbbF-tBashD8W~z1VElNQlnQRq4rISpndvKFaFS2hJ7rme1q6tXYfhdDUBJiItpEiOUehkKVTaLXycS6Gc7uJ1yyJi9z6qWE1eRfU4DvVuTW8kMKiUozpyA1MtXzKL62zZ55l0kuAnnm8y-jkDohQ2K6CcqLrDk14iFULcMQH24SZ29Shd~cpPmXl-ctUkUAF8s1WEpPQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_Media_in_Remote_First_Nation_Communities","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":481647,"first_name":"Heather","middle_initials":null,"last_name":"Molyneaux","page_name":"HeatherMolyneaux","domain_name":"nrc-ca","created_at":"2011-06-09T01:22:59.286-07:00","display_name":"Heather Molyneaux","url":"https://nrc-ca.academia.edu/HeatherMolyneaux"},"attachments":[{"id":56466164,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56466164/thumbnails/1.jpg","file_name":"2619-8950-1-PB.pdf","download_url":"https://www.academia.edu/attachments/56466164/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Social_Media_in_Remote_First_Nation_Comm.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56466164/2619-8950-1-PB-libre.pdf?1525180724=\u0026response-content-disposition=attachment%3B+filename%3DSocial_Media_in_Remote_First_Nation_Comm.pdf\u0026Expires=1732487189\u0026Signature=KYk-mSjNDTqg7Osm3lCmD674mR2bUFJYKMJIrCpQ6B4uk-w70JevxpDhDpfZTUMqzIZDgBsYI023S9NyFAeyIIxI7CqsgUvVSoG5ueMfSnisTYSwfaXQzcehuTO~wiPshU6M2ZhD6yTj~kbbF-tBashD8W~z1VElNQlnQRq4rISpndvKFaFS2hJ7rme1q6tXYfhdDUBJiItpEiOUehkKVTaLXycS6Gc7uJ1yyJi9z6qWE1eRfU4DvVuTW8kMKiUozpyA1MtXzKL62zZ55l0kuAnnm8y-jkDohQ2K6CcqLrDk14iFULcMQH24SZ29Shd~cpPmXl-ctUkUAF8s1WEpPQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2553,"name":"Social Networking","url":"https://www.academia.edu/Documents/in/Social_Networking"},{"id":2819,"name":"Rural","url":"https://www.academia.edu/Documents/in/Rural"},{"id":952236,"name":"Canadian Communication Studies","url":"https://www.academia.edu/Documents/in/Canadian_Communication_Studies"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet"},{"id":1218440,"name":"Indigenous","url":"https://www.academia.edu/Documents/in/Indigenous"}],"urls":[]}, dispatcherData: dispatcherData }); 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However, an estimate...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today’s society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36543001"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36543001/Showing_off_your_mobile_device"><img alt="Research paper thumbnail of Showing off" your mobile device" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36543001/Showing_off_your_mobile_device">Showing off" your mobile device</a></div><div class="wp-workCard_item"><span>Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services - MobileHCI '11</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For a very large number of adults, tasks such as reading. understanding, and using everyday items...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For a very large number of adults, tasks such as reading. understanding, and using everyday items are a challenge. Although many community-based organizations offer resources and support for adults with limited literacy skills. current programs have difficulty reaching and retaining those that would benefit most. In this paper we present the findings of an exploratory study aimed at investigating how</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543001"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543001"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543001; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543001]").text(description); $(".js-view-count[data-work-id=36543001]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543001; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543001']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543001, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36543001]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543001,"title":"Showing off\" your mobile device","translated_title":"","metadata":{"abstract":"For a very large number of adults, tasks such as reading. understanding, and using everyday items are a challenge. 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H...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Efforts to address the problems of literacy are often focused on developing countries. However, functional illiteracy is a challenge encountered by up to 50% of adults in developed countries. In this paper we reflect on the challenges we faced in trying to design and study the use of a mobile application to support adult literacy with two user groups: adults enrolled in literacy classes and carpenters without a high school education enrolled in an essential skills program. We also elaborate on aspects of the evaluations that are specific to a marginalized, functionally illiterate, group in a developed country - aspects that are less frequently present in similar studies of mobile literacy support technologies in developing countries. We conclude with presenting the lessons learnt from our evaluations and the impact of the studies&amp;#39; specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36543000"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36543000"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36543000; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36543000]").text(description); $(".js-view-count[data-work-id=36543000]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36543000; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36543000']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36543000, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36543000]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36543000,"title":"Tale of two studies","translated_title":"","metadata":{"abstract":"ABSTRACT Efforts to address the problems of literacy are often focused on developing countries. 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We conclude with presenting the lessons learnt from our evaluations and the impact of the studies\u0026amp;#39; specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.","internal_url":"https://www.academia.edu/36543000/Tale_of_two_studies","translated_internal_url":"","created_at":"2018-05-01T06:08:44.334-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":481647,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Tale_of_two_studies","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":481647,"first_name":"Heather","middle_initials":null,"last_name":"Molyneaux","page_name":"HeatherMolyneaux","domain_name":"nrc-ca","created_at":"2011-06-09T01:22:59.286-07:00","display_name":"Heather Molyneaux","url":"https://nrc-ca.academia.edu/HeatherMolyneaux"},"attachments":[],"research_interests":[{"id":1763,"name":"Mobile Learning","url":"https://www.academia.edu/Documents/in/Mobile_Learning"},{"id":7258,"name":"Assistive Technology","url":"https://www.academia.edu/Documents/in/Assistive_Technology"},{"id":11466,"name":"Interface Design","url":"https://www.academia.edu/Documents/in/Interface_Design"},{"id":26825,"name":"Mobile Computing","url":"https://www.academia.edu/Documents/in/Mobile_Computing"},{"id":55018,"name":"Mobile Application","url":"https://www.academia.edu/Documents/in/Mobile_Application"},{"id":70854,"name":"Developing Country","url":"https://www.academia.edu/Documents/in/Developing_Country"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School"},{"id":245355,"name":"User Study","url":"https://www.academia.edu/Documents/in/User_Study"},{"id":768351,"name":"User Interface Evaluation","url":"https://www.academia.edu/Documents/in/User_Interface_Evaluation"},{"id":1365191,"name":"Mobile Computer","url":"https://www.academia.edu/Documents/in/Mobile_Computer"},{"id":1812513,"name":"Adult learner","url":"https://www.academia.edu/Documents/in/Adult_learner"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36542999"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/36542999/Fieldwork_with_vulnerable_populations"><img alt="Research paper thumbnail of Fieldwork with vulnerable populations" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/36542999/Fieldwork_with_vulnerable_populations">Fieldwork with vulnerable populations</a></div><div class="wp-workCard_item"><span>interactions</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Ethical implications for human-computer interaction research</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36542999"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36542999"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36542999; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36542999]").text(description); $(".js-view-count[data-work-id=36542999]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36542999; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36542999']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36542999, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36542999]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36542999,"title":"Fieldwork with vulnerable populations","translated_title":"","metadata":{"abstract":"ABSTRACT Ethical implications for human-computer interaction research","publisher":"Association for Computing Machinery (ACM)","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"interactions"},"translated_abstract":"ABSTRACT Ethical implications for human-computer interaction research","internal_url":"https://www.academia.edu/36542999/Fieldwork_with_vulnerable_populations","translated_internal_url":"","created_at":"2018-05-01T06:08:44.195-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":481647,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Fieldwork_with_vulnerable_populations","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":481647,"first_name":"Heather","middle_initials":null,"last_name":"Molyneaux","page_name":"HeatherMolyneaux","domain_name":"nrc-ca","created_at":"2011-06-09T01:22:59.286-07:00","display_name":"Heather Molyneaux","url":"https://nrc-ca.academia.edu/HeatherMolyneaux"},"attachments":[],"research_interests":[{"id":75647,"name":"Interactions","url":"https://www.academia.edu/Documents/in/Interactions"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36542998"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36542998/Hidden_in_plain_sight_low_literacy_adults_in_a_developed_country_overcoming_social_and_educational_challenges_through_mobile_learning_support_tools"><img alt="Research paper thumbnail of Hidden in plain sight: low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36542998/Hidden_in_plain_sight_low_literacy_adults_in_a_developed_country_overcoming_social_and_educational_challenges_through_mobile_learning_support_tools">Hidden in plain sight: low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools</a></div><div class="wp-workCard_item"><span>Personal and Ubiquitous Computing</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimate...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today’s society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. Our conclusions present the lessons learned from our evaluations and the impact of the studies’ specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36542998"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36542998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36542998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36542998]").text(description); $(".js-view-count[data-work-id=36542998]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36542998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36542998']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36542998, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36542998]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36542998,"title":"Hidden in plain sight: low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools","translated_title":"","metadata":{"abstract":"ABSTRACT Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today’s society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. 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This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users’ motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. 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","translated_title":"","metadata":{"grobid_abstract":"Although sociologists see advertisements as having a negative impact on women's lives, advertisements in women's magazines have been, for the most part, overlooked by historians. Nevertheless, women's magazines such as Chatelaine and the advertising within these magazines are sources o f pleasure for women, and have the potential to be empowering. Yet, the ads in Chatelaine magazines do not empower women, but serve to contain their image and definitions by projecting an ideal o f femininity that is white, heterosexual and middle class. This thesis is not about the creation of ads -the ad companies and the individuals making the executive and creative decisions; nor is this study about the consumption o f ads -how viewers responded to the ads. Instead this thesis is a study o f the representation o f women. Firstly, this thesis examines the scholarly debates surrounding both women's magazines and the representation of women in magazines advertisements. By means of a 2001 Nike ad, a theoretical model for analyzing advertisement is then developed and explained. The remainder of the thesis analyzes ads from the Canadian magazine Chatelaine during different historical periods; automobile ads from the 1930s, advertisements from the Second World War, and hair dye ads from the late 1950s to the 1960s. These ads, when analyzed within their historical context all illustrate changing, but restricted, ideals o f femininity. Acknowledgements: First o f all I would like to thank my supervisor, Dr. L. McTavish for all ofher help with the conference papers and chapters which comprise this thesis. I also would like to thank my brother and sister-in-law for all o f their help when I first moved to Fredericton, as well as my other brothers and sisters, my parents and my grandparents. Thirdly I would like to recognize all the UNB professors and students who have challenged me intellectually. 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H...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract Efforts to address the problems of literacy are often focused on developing countries. However, functional illiteracy is a challenge encountered by up to 50% of adults in developed countries. 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Online sites like YouTube share both professionally-produced videos and user-generated videos. Low-budget user-generated videos could offer new opportunities for promotion and awareness of health issues. Our study explores how a broad spectrum of people living in a small Canadian city engages with online videos for health information. A sample of adults who watch online videos participated in a survey with multi-media content. The study focus was to determine if they were seeking health information via online videos and to assess their responses to online videos on mental health issues. While 44% of participants never or rarely watched online videos containing health information, 90% believed that viewing short videos online produced by health professionals is a good way for people to access information about health. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="654119"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/654119/Exploring_the_gender_divide_on_YouTube_An_analysis_of_the_creation_and_reception_of_vlogs"><img alt="Research paper thumbnail of Exploring the gender divide on YouTube: An analysis of the creation and reception of vlogs" class="work-thumbnail" src="https://attachments.academia-assets.com/3609322/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/654119/Exploring_the_gender_divide_on_YouTube_An_analysis_of_the_creation_and_reception_of_vlogs">Exploring the gender divide on YouTube: An analysis of the creation and reception of vlogs</a></div><div class="wp-workCard_item"><span>American Communication …</span><span>, Jan 1, 2008</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93932ed85e8bc1adbf500ffa1559e2fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":3609322,"asset_id":654119,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/3609322/download_file?st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&st=MTczMjQ4MzU4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="654119"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="654119"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 654119; 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