THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

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A pedagogy of Multiliteracies Designing Social Futures

The fear appeal literature is diverse and inconsistent Existing fear appeal theories explain the positive linear results occurring in many studies, but are unable to explain the boomerang or curvilinear results occurring in other studies The present work advances a theory integrating previous theoretical perspectives (ie, Janis, 1967; Leventhal, 1970; Rogers, 1975, 1983) that is based on Leventhal's (1970) danger control/fear control framework The proposed fear appeal theory, called the Extended Parallel Process Model (EPPM), expands on previous approaches in three ways: (a) by explaining why fear appeals fail; (b) by re‐incorporating fear as a central variable; and (c) by specifying the relationship between threat and efficacy in propositional forms Specific propositions are given to guide future research

Putting the fear back into fear appeals: The extended parallel process model

The fear appeal literature is examined in a comprehensive synthesis using meta-analytical techniques. The meta-analysis suggests that strong fear appeals produce high levels of perceived severity and susceptibility, and are more persuasive than low or weak fear appeals. The results also indicate that fear appeals motivate adaptive danger control actions such as message acceptance and maladaptive fear control actions such as defensive avoidance or reactance. It appears that strong fear appeals and high-efficacy messages produce the greatest behavior change, whereas strong fear appeals with low-efficacy messages produce the greatest levels of defensive responses. Future directions and practical implications are provided.

A Meta-Analysis of Fear Appeals: Implications for Effective Public Health Campaigns

Visual analogue scales (VAS) have been used in the social and behavioral sciences to measure a variety of subjective phenomena. The VAS method has potential utility for the measurement of a variety of clinical phenomena of interest to nurse investigators. In this review a description of the various forms of the VAS and an historical overview of their development are presented. In addition, conceptual, psychometric, and statistical aspects of the VAS are considered. Finally, strengths and limitations of the VAS method are addressed.

A critical review of visual analogue scales in the measurement of clinical phenomena

Introduction PART ONE: COGNITION Ideas and Beliefs Social Beliefs Structures and Strategies Structures of Ideologies Values Mental Models Consistency Consciousness Common Sense Knowledge and Truth Identity Social Cognition PART TWO: SOCIETY Ideology and Society Groups Group Relations Elites Dominant Ideologies? Institutions PART THREE: DISCOURSE The Relevance of Discourse Discourse Structures Context Reproduction From Cognition to Discourse Persuasion Legitimation Ideological Discourse Structures The Ideology and Discourse of Modern Racism Conclusions

Ideology: A Multidisciplinary Approach

Research in psychology and medicine

Preface 1. A Brief History of Attitude Research 2. Mind and Body 3. Experience and Identity 4. Mind and Behaviour 5. Observation and Reality 6. Expression and Shared Experience 7. Attitudes and Social Reality 8. Changing Shapes 9. The Makings of Mind 10. The Emergent Self.

Attitudes, Chaos and the Connectionist Mind

I A summary of the argument.- II Attitude as the meaning of expressive behavior.- III Attitude-relevant behavior and the 'three-component' view.- IV Learning theory and the acquisition of attitudinal responses.- V The relativity of consistency.- VI The learning of accountability.- VII Values, salience and accountability.- VIII Attitude and the psychology of judgment.- IX Judgment and learning.- X Shared attitudes and social representations.- XI Accountability, judgment and consistency.- XII Attitudes as a social product.- References.

The expression of attitude

Cognitive social psychology : a guidebook to theory and research

Cognitive social psychology

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