Search

Introduction. This study aims to contribute to a better understanding of the learning that reading by listening requires from readers with print disabilities. Method. Sixteen semi-structured interviews were conducted with university students with blindness or vision impairment in Australia. Analysis. A theoretical reading of the interview material was conducted, with a basis in sociocultural learning theory. Results. The responsibility for learning to use audio-based reading tools was often left to the participants themselves. The process of appropriating audio-based reading tools included two important aspects: digital literacy and learning to manage the sequentiality of audio text. This process was related to trajectories of participation in academic communities of practice, English-speaking communities of practice, and blindness and visual impairments communities of practice. It also included learning to participate in practices where vision and reading by seeing is the norm. Conclusion. Three conclusions are drawn: 1) reading by listening is not a passive and effortless activity, it requires specific expertise, 2) socio-economic and socio-political circumstances influence how reading by listening is practiced and the learning that this form of reading requires, and 3) reading by listening requires learning how to navigate and manage the effects of institutions and systems that are disabling. [ABSTRACT FROM AUTHOR]

Economists have played a powerful role in shaping modern Australia. Drawing on my experience as an academic economist and an economic policymaker, I outline ten principles to guide economists seeking to maximise their impact. These are to (i) Focus on well‐being, not just dollars; (ii) Think comparative advantage; (iii) Ignore sunk costs; (iv) Optimise, subject to constraints; (v) Use the best evidence; (vi) Consider expected value; (vii) Think in magnitudes, not just in signs; (viii) Channel a libertarian; (ix) Remember equity; and (x) Incentives matter. [ABSTRACT FROM AUTHOR]