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The emergence of new media technologies has empowered individuals to not merely consume but also create, share and critique media contents. Such activities are dependent on new media literacy (NML)...

With the increasing impact of new media, Singapore has responded to the fast-changing media environment within the educational sector. A large-scale study was conducted in Singaporean schools to establish the norm of Singaporean students’ new media literacy. This was based on a conceptual framework of new media literacy (Lin et al., 2013). The development and validation of the measurement instrument can be found in Lee et al. (2015). This paper focuses on findings from the main study. A total of 4577 students, between 10 and 15 years old, from 52 schools participated in the study. That is, one-seventh of the Singaporean schools were involved in this survey study. To our best knowledge, there has not been any other study like this one carried out within the Asian context. Therefore, the findings offer valuable insights in theorizing new media and media literacy as well as for policy-makers and educators in countries with similar new media ecologies. Implications of this study suggest that it is possible to achieve gender equality for new media literary education. They also point to a new direction of inquiry by exploring new media literacy from a second language learning perspective.

The rapid development of mobile technology have proliferated new media to most aspects of our daily life. This new way of consuming and creating information is in particular attractive to youths as a platform and space for activities not passible in the face-to-face context. This highlights the importance for educators and policy makers to understand where our youths are in terms of their capabilities to participate in the new media ecology. This capability can be conceptualized as new media literacy (NML) that has been theorized into four quadrants with ten fine-tuned indicators. However, existing instruments have yet to explore the prosuming aspect of NML. Therefore, the purpose of this study is to develop an instrument to measure youth's NML. This paper reports the development and validation of this instrument. This instrument can be used for further studies, contributing to theory building of NML and assessing students' NML for informing practice in schools. Data were collected from 574 Singapore students range from grade 4 to grade 11 (age 10-17). Results suggest that the instrument is reliable and valid. We developed and validated a survey for assessing students' New Media Literacy.We developed a two-dimensional framework for indicators in prosuming literacies.We shared how some of the challenges in developing the instrument were minimized.

Professional learning communities (PLCs) have gained considerable attention in many countries, including Singapore. The central motivation behind PLCs is school-based curriculum development for twe...

PurposeThe concept of “servant leadership” becomes increasingly relevant in organizations while the “authoritative leadership” style continues to be in place as one of the effective styles. The purpose of this paper is to explore which leadership style is perceived a preferred one in the public sector in Singapore. Empirical data come from a survey with school leaders in several school clusters in Singapore, with instruments designed by the researchers.Design/methodology/approachThe paper is written up on the data drawn from the authors' research project. Both quantitative and qualitative analysis approaches were applied to analyzing the preference between “Servant leadership” and “Authoritative leadership” styles.FindingsIt was found in the study that servant leadership is more acceptable than authoritative leadership and that servant leadership is more effective because it reflects a better use of leaders' power. The findings are displayed in this paper to demonstrate comparisons in the acceptability of servant and authoritative styles.Practical implicationsThe paper demonstrates the perceptions of organizational members towards the leadership styles with positive impact on their professional life. Drawing on the insights from the analyses, the paper provides organizational leaders with insights on the relevance and effectiveness of their leadership styles.Originality/valueThe paper is original and is the product of empirical research, with instruments designed by the researchers.

This chapter aims to provide a sociohistorical context for the development of Multicultural Education and explore the achievements and challenges of Multicultural Education in Taiwan. The case of Taiwan is worth studying because it is genuinely a multicultural society in terms of ethnicity, culture and politics. In its 400-year history, Taiwan has witnessed various cultural and political clashes between different ethnic groups and experienced monarchy, colonial government, dictatorship and fi nally, democracy. The entangled history and the recent waves of immigrants from South Asia make Taiwan a special case in East Asia.

Preface Carl A. Grant and Agostino Portera Acknowledgments Introduction 1. A Global Invitation: Toward the Expansion of Dialogue, Reflection, and Creative Engagement on Intercultural and Multicultural Education Carl A. Grant and Stefan Brueck 2. Intercultural and Multicultural Education: Epistemological and Semantic Aspects Agostino Portera Intercultural Education 3. The Intercultural Perspective and its Development through Cooperation with the Council of Europe Micheline Rey-von Allmen 4. Comments on Intercultural Education in German Guidelines and Curricula Cristina Allemann-Ghionda 5. Intercultural Education in Post-Communist Countries Krystyna M. Bleszynska 6. Cross-Cultural Education in Greece: History and Prospects Soula Mitakidou 7. Intercultural Education: The Theory Deficit and the World Crisis David Coulby 8. Intercultural Education in Japan: Foreign Children and Their Education Maki Shibuya 9. Becoming American: Intercultural Education and European Immigrants Cherry A. McGee Banks 10. Philosophical and Historical Foundations of Intercultural Education in Mexico Fernanda Pineda and Hilary Landorf Multicultural Education 11. The Development of Multicultural Education in Taiwan: Overview and Reflection Meihui Liu and Tzu-Bin Lin 12. Ethnicity and the State of Multiculturalism in the Malaysian Education System Hazri Jamil and Hairul Nizam Ismail 13. Multicultural Education in a Color-blind Society Carl E. James 14. Multiculturalism in South Africa: In the Shadow of the Rainbow Dennis Francis and Crispin Hemson 15. Cultural Transformation of Educational Discourse in China: Perspectives of Multiculturalism/Interculturalism Zongjie Wu and Chunyan Han 16. The Politics of Inclusion and the Search for the "Other": The International Education Policies and the Politics of "Difference" in Pakistan Ayesha Khurshid Intercultural and Multicultural Education 17. Multiculturalism in the Nordic Countries Johanna Lasonen 18. Multicultural and Intercultural Education in Spain Teresa Aguado and Beatriz Malik 19. Citizenship and Intercultural Education in an International and Comparative Context Jagdish S. Gundara 20. Moving from Multicultural to Intercultural Education in Australian Higher Education Valerie A. Clifford 21. Interculturalism, Multiculturalism, and Diversity as Social and Educational Policies in Chile, 1990-2008 Carmen Montecinos and Guillermo Williamson Contributors. Index.