title: What now?: a New Zealand children’s television production case study

authors: Zanker, Ruth

abstract: This case study provides a snapshot of cultural agency within the production of a publicly funded magazine programme strand for children in New Zealand. What Now? considered by cohorts of children since 1981 to be a New Zealand children’s television institution, was scheduled in a commercial zone after school, and on non-commercial Sunday mornings, during the last years of the twentieth century. The thesis is framed by discussion of the complex global forces that shaped children’s audio-visual flows in the late 1990s. This discussion moves between analysis of parental concerns about diminishing public media spaces for local children and commercial and post structuralist celebration of children’s pleasures in consumption, and how this tension has seen children’s media rights become highly politicised during the 1990s. It takes a critical stance, analysing the unequal command over material resources and power for different agents, and the consequences of such inequality for the nature of the symbolic environment for children. It follows this frame with analysis of stakeholder struggles over shaping the text of What Now? The discussion concentrates on one year of production - from annual public funding round in 1997 to reformating of the strand in 1999. The author is interested in competing cultural, economic and political discourses in production talk. She analyses the interplay and negotiations between programme stakeholders, as revealed within the discursive battles of production talk, and their consequences for content and style of a television text. Micro-production moments illustrate how producers and other adult stakeholders imagine their child audiences, and how reified and reductive constructs of the child audience become instrumental in decisions made over commissioning, scheduling, creating and judging children’s programmes. The thesis sets itself a sequence of tasks: to articulate between global and local conditions of production, to complete a fine-grained study of children’s television producers as they imagine the role of their programme in children’s lives, to explore how those creative visions for children are delimited by other powerful stakeholders’ contrary constructs of children’s audiences, and to speculate about how the eventual text serves as a symbolic resource for New Zealand children. It draws on cross-disciplinary theorizing of culture, power and media agency to enable analysis of who has the power to delimit symbolic resources available to children in their ‘serious play’ of learning and identity formation. Certain conclusions can be drawn from the data, but the data also suggests many more questions for subsequent research.

text: What now?: a New Zealand children’s television production case study This case study provides a snapshot of cultural agency within the production of a publicly funded magazine programme strand for children in New Zealand. What Now? considered by cohorts of children since 1981 to be a New Zealand children’s television institution, was scheduled in a commercial zone after school, and on non-commercial Sunday mornings, during the last years of the twentieth century. The thesis is framed by discussion of the complex global forces that shaped children’s audio-visual flows in the late 1990s. This discussion moves between analysis of parental concerns about diminishing public media spaces for local children and commercial and post structuralist celebration of children’s pleasures in consumption, and how this tension has seen children’s media rights become highly politicised during the 1990s. It takes a critical stance, analysing the unequal command over material resources and power for different agents, and the consequences of such inequality for the nature of the symbolic environment for children. It follows this frame with analysis of stakeholder struggles over shaping the text of What Now? The discussion concentrates on one year of production - from annual public funding round in 1997 to reformating of the strand in 1999. The author is interested in competing cultural, economic and political discourses in production talk. She analyses the interplay and negotiations between programme stakeholders, as revealed within the discursive battles of production talk, and their consequences for content and style of a television text. Micro-production moments illustrate how producers and other adult stakeholders imagine their child audiences, and how reified and reductive constructs of the child audience become instrumental in decisions made over commissioning, scheduling, creating and judging children’s programmes. The thesis sets itself a sequence of tasks: to articulate between global and local conditions of production, to complete a fine-grained study of children’s television producers as they imagine the role of their programme in children’s lives, to explore how those creative visions for children are delimited by other powerful stakeholders’ contrary constructs of children’s audiences, and to speculate about how the eventual text serves as a symbolic resource for New Zealand children. It draws on cross-disciplinary theorizing of culture, power and media agency to enable analysis of who has the power to delimit symbolic resources available to children in their ‘serious play’ of learning and identity formation. Certain conclusions can be drawn from the data, but the data also suggests many more questions for subsequent research.

year: 2001

title: Automatic species identification of live moths

authors: Mayo, Michael

subjects: computer science

abstract: A collection consisting of the images of 774 live moth individuals, each moth belonging to one of 35 different UK species, was analysed to determine if data mining techniques could be used effectively for automatic species identification. Feature vectors were extracted from each of the moth images and the machine learning toolkit WEKA was used to classify the moths by species using the feature vectors. Whereas a previous analysis of this image dataset reported in the literature [A. Watson, M. O'Neill, I. Kitching, Automated identification of live moths (Macrolepidoptera) using Digital Automated Identification System (DAISY), Systematics and Biodiversity 1 (3) (2004) 287-300.] required that each moth's least worn wing region be highlighted manually for each image, WEKA was able to achieve a greater level of accuracy (85%) using support vector machines without manual specification of a region of interest at all. This paper describes the features that were extracted from the images, and the various experiments using different classifiers and datasets that were performed. The results show that data mining can be usefully applied to the problem of automatic species identification of live specimens in the field.

text: Automatic species identification of live moths A collection consisting of the images of 774 live moth individuals, each moth belonging to one of 35 different UK species, was analysed to determine if data mining techniques could be used effectively for automatic species identification. Feature vectors were extracted from each of the moth images and the machine learning toolkit WEKA was used to classify the moths by species using the feature vectors. Whereas a previous analysis of this image dataset reported in the literature [A. Watson, M. O'Neill, I. Kitching, Automated identification of live moths (Macrolepidoptera) using Digital Automated Identification System (DAISY), Systematics and Biodiversity 1 (3) (2004) 287-300.] required that each moth's least worn wing region be highlighted manually for each image, WEKA was able to achieve a greater level of accuracy (85%) using support vector machines without manual specification of a region of interest at all. This paper describes the features that were extracted from the images, and the various experiments using different classifiers and datasets that were performed. The results show that data mining can be usefully applied to the problem of automatic species identification of live specimens in the field.

year: 2007

title: In their voice: Adult learners' perspectives on literacy and numeracy, learning and wellbeing

authors: Furness, Jane Amanda

abstract: In their voice: Adult learners’ perspectives on literacy and numeracy, learning and wellbeing (2023) reports on a case study undertaken in collaboration with Literacy Aotearoa. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skill in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and/or numeracy (L+N) skills in Aotearoa New Zealand (Aotearoa). In their voice: Adult learners’ perspectives on literacy and numeracy, learning and wellbeing examines adults’ experiences as they navigate their lives and develop their L+N repertoire towards their aspirations for themselves and their families. Our focus is mainly on Māori (the Indigenous peoples of Aotearoa) adults.

The study has taken place at a time when adult L+N policy is at a crossroads in three senses. Policy over the last 23 years has only marginally improved L+N on the measures government uses with adults, yet it is known that wide-ranging, holistic benefits accrue from L+N education that values and embodies Māori interests and ways of being. Second, the most recent iteration of L+N policy expired in 2017 and is yet to be replaced, opening an opportunity for reconceptualisation and transformation of adult L+N policy. Third, Māori educators have articulated and demonstrated over decades the content and approaches for L+N learning that are of interest and value to Māori adults and whānau (immediate and extended family) but these remain by-and-large systemically unsupported. Nevertheless, government expectation is that all policy in Aotearoa account for wellbeing outcomes as set out in the ‘Living Standards Framework ‘and ‘He Ara Waiora’ (The Treasury, 2021, n. d.).

The standpoint for this study is that the Eurocentric perspective of literacy that predominates in adult L+N policy in Aotearoa – reading and writing alphabetic text, usually in English, and primarily for economic purposes – is inadequate in our bicultural nation. This narrow view of literacy and its purposes severely limits the extent to which Māori expectations for adult L+N education and for Māori prosperity are realised, contrary to the word and the spirit of Te Tiriti o Waitangi (The Treaty of Waitangi). Viewing literacy through sociocultural, sociomaterial, critical literacies and Indigenous lenses, the study makes a strong case for a much broader understanding of literacy and its purposes to decolonise adult L+N policy for the future. Supporting this aspiration, the study advances the notion of multiple meanings of literacy in which Māori perspectives are valued, upheld and promoted. Māori perspectives are understood as centring on whakapapa (genealogy) which provides the framework for connectedness of all things and is the basis for Māori identity and for comprehending and interpreting the world. 

The research process was informed by Kaupapa Māori (a Māori agenda) to the extent possible. Māori researchers conducted all but one interview and contributed to the thematic analysis of participants’ narratives. Two Pākehā researchers worked closely with the Māori team members and were guided by them. The specific approach for this case study was co-designed with Literacy Aotearoa to ensure participants’ needs and aspirations in the research were met. Twenty adults (15 Māori, one Samoan and four Pākehā) graciously agreed to share their insights and were interviewed individually, in pairs or in a focus group according to their choice. They were aged from early 20s to late 60s and varied in their qualifications and learning challenges. The same number of men and women took part. The following questions directed the interviews and focus groups:

1. What has motivated people/whānau to make change in their lives?
2. What was the pathway that people/whānau have taken to make change in their lives? 
3. What are people’s experiences of their efforts to make change in their lives? 
4. What have been supports or facilitators, barriers or challenges in their efforts? 

The narrative transcripts were analysed from a critical sociocultural and strengths-based standpoint. Findings were described and discussed in relation to the following broad thematic categories:

 1. What matters to people in their lives – views of wellbeing, values and aspirations
 2. Learning and life pathways – experiences of learning, schooling and post school
 3. What enables people to live the lives they choose
 4. What makes it harder for people to live the lives they choose

The study shows the centrality of te ao Māori (Māori worldview) in the lives of Māori adults and whānau. It is fundamental to Māori identity and wellbeing and remains throughout their lives even when they have experienced periods of disconnection. Enacted valuing of te ao Māori within the programmes enabled participants to feel safe to be who they are, excited about their L+N learning, and looking forward to meaningful outcomes for themselves and their whānau despite the oft-present anxiety about returning to a classroom. Relatedly, prioritising the wellbeing of the learners through caring and respectful learning environments is crucial to coming to and staying in L+N learning opportunities which can then provide an opportunity to transcend hurtful past learning experiences and enable participants to see themselves as capable learners and contributing adults in the world. These characteristics of the participants’ learning experiences in the study programmes reflected values and ways of being fundamental to being Māori which meant the dissonance often experienced in other learning settings was not present and participants could enjoy learning what and how was important to them.

The study notes that L+N in the Eurocentric meaning was addressed in the L+N programmes our participants attended (for example digital skills for work were taught) but the programmes simultaneously embodied broader meanings and purposes of literacy that are not typically foregrounded in L+N policy in Aotearoa. The study contends that the enactment in the programmes of Māori values and ways of being and doing allowed transformative learning to occur, not just for the Māori learners but for everyone. The study demonstrated that L+N learning valued by learners themselves is best defined as the acquisition of knowledge and skills that have meaning and are useful in their lives, can contribute to better lives for whānau, hapū and iwi and can be passed on to future generations. Defined from this viewpoint, valued L+N includes matauranga Māori (Māori knowledge) and Māori cultural practices, values and language; foundational skills and knowledge in English missed at school; and specific skills for changing times including work and everyday personal, family and community life that centres whānau (family and extended family) wellbeing.

The study calls for a change in the definition and rationalisation embedded in current (though expired) adult L+N policy from a narrow economy-focused approach to a broad and culturally inclusive definition and rationalisation. This requires detachment from a singular view of what literacy is to a view of literacy as a multiple construct; in other words, seeing literacy as having many meanings. Accompanying this embrace of literacies, Māori perspectives of L+N must move from the margins of adult L+N policy to the centre, led by Māori.

text: In their voice: Adult learners' perspectives on literacy and numeracy, learning and wellbeing In their voice: Adult learners’ perspectives on literacy and numeracy, learning and wellbeing (2023) reports on a case study undertaken in collaboration with Literacy Aotearoa. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skill in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and/or numeracy (L+N) skills in Aotearoa New Zealand (Aotearoa). In their voice: Adult learners’ perspectives on literacy and numeracy, learning and wellbeing examines adults’ experiences as they navigate their lives and develop their L+N repertoire towards their aspirations for themselves and their families. Our focus is mainly on Māori (the Indigenous peoples of Aotearoa) adults.

The study has taken place at a time when adult L+N policy is at a crossroads in three senses. Policy over the last 23 years has only marginally improved L+N on the measures government uses with adults, yet it is known that wide-ranging, holistic benefits accrue from L+N education that values and embodies Māori interests and ways of being. Second, the most recent iteration of L+N policy expired in 2017 and is yet to be replaced, opening an opportunity for reconceptualisation and transformation of adult L+N policy. Third, Māori educators have articulated and demonstrated over decades the content and approaches for L+N learning that are of interest and value to Māori adults and whānau (immediate and extended family) but these remain by-and-large systemically unsupported. Nevertheless, government expectation is that all policy in Aotearoa account for wellbeing outcomes as set out in the ‘Living Standards Framework ‘and ‘He Ara Waiora’ (The Treasury, 2021, n. d.).

The standpoint for this study is that the Eurocentric perspective of literacy that predominates in adult L+N policy in Aotearoa – reading and writing alphabetic text, usually in English, and primarily for economic purposes – is inadequate in our bicultural nation. This narrow view of literacy and its purposes severely limits the extent to which Māori expectations for adult L+N education and for Māori prosperity are realised, contrary to the word and the spirit of Te Tiriti o Waitangi (The Treaty of Waitangi). Viewing literacy through sociocultural, sociomaterial, critical literacies and Indigenous lenses, the study makes a strong case for a much broader understanding of literacy and its purposes to decolonise adult L+N policy for the future. Supporting this aspiration, the study advances the notion of multiple meanings of literacy in which Māori perspectives are valued, upheld and promoted. Māori perspectives are understood as centring on whakapapa (genealogy) which provides the framework for connectedness of all things and is the basis for Māori identity and for comprehending and interpreting the world. 

The research process was informed by Kaupapa Māori (a Māori agenda) to the extent possible. Māori researchers conducted all but one interview and contributed to the thematic analysis of participants’ narratives. Two Pākehā researchers worked closely with the Māori team members and were guided by them. The specific approach for this case study was co-designed with Literacy Aotearoa to ensure participants’ needs and aspirations in the research were met. Twenty adults (15 Māori, one Samoan and four Pākehā) graciously agreed to share their insights and were interviewed individually, in pairs or in a focus group according to their choice. They were aged from early 20s to late 60s and varied in their qualifications and learning challenges. The same number of men and women took part. The following questions directed the interviews and focus groups:

1. What has motivated people/whānau to make change in their lives?
2. What was the pathway that people/whānau have taken to make change in their lives? 
3. What are people’s experiences of their efforts to make change in their lives? 
4. What have been supports or facilitators, barriers or challenges in their efforts? 

The narrative transcripts were analysed from a critical sociocultural and strengths-based standpoint. Findings were described and discussed in relation to the following broad thematic categories:

 1. What matters to people in their lives – views of wellbeing, values and aspirations
 2. Learning and life pathways – experiences of learning, schooling and post school
 3. What enables people to live the lives they choose
 4. What makes it harder for people to live the lives they choose

The study shows the centrality of te ao Māori (Māori worldview) in the lives of Māori adults and whānau. It is fundamental to Māori identity and wellbeing and remains throughout their lives even when they have experienced periods of disconnection. Enacted valuing of te ao Māori within the programmes enabled participants to feel safe to be who they are, excited about their L+N learning, and looking forward to meaningful outcomes for themselves and their whānau despite the oft-present anxiety about returning to a classroom. Relatedly, prioritising the wellbeing of the learners through caring and respectful learning environments is crucial to coming to and staying in L+N learning opportunities which can then provide an opportunity to transcend hurtful past learning experiences and enable participants to see themselves as capable learners and contributing adults in the world. These characteristics of the participants’ learning experiences in the study programmes reflected values and ways of being fundamental to being Māori which meant the dissonance often experienced in other learning settings was not present and participants could enjoy learning what and how was important to them.

The study notes that L+N in the Eurocentric meaning was addressed in the L+N programmes our participants attended (for example digital skills for work were taught) but the programmes simultaneously embodied broader meanings and purposes of literacy that are not typically foregrounded in L+N policy in Aotearoa. The study contends that the enactment in the programmes of Māori values and ways of being and doing allowed transformative learning to occur, not just for the Māori learners but for everyone. The study demonstrated that L+N learning valued by learners themselves is best defined as the acquisition of knowledge and skills that have meaning and are useful in their lives, can contribute to better lives for whānau, hapū and iwi and can be passed on to future generations. Defined from this viewpoint, valued L+N includes matauranga Māori (Māori knowledge) and Māori cultural practices, values and language; foundational skills and knowledge in English missed at school; and specific skills for changing times including work and everyday personal, family and community life that centres whānau (family and extended family) wellbeing.

The study calls for a change in the definition and rationalisation embedded in current (though expired) adult L+N policy from a narrow economy-focused approach to a broad and culturally inclusive definition and rationalisation. This requires detachment from a singular view of what literacy is to a view of literacy as a multiple construct; in other words, seeing literacy as having many meanings. Accompanying this embrace of literacies, Māori perspectives of L+N must move from the margins of adult L+N policy to the centre, led by Māori.

year: 2023