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The theme of this year's conference was "Check Your Vision for the Future" with papers highlighting emerging changes in language use and literature, as well as suggestions for improving language teaching and maintenance in the future. The plenary speech was given by Dr. Katie Drager, followed by student presentations. Following a preface from the editors and plenary speaker highlights from Britney Carey, contents of these proceedings include nine presentations: (1) Let's Talk EFL and ESL Textbook Story: Looking Back and Moving Forward (Cheryl DiCello); (2) Chuck Norris Jokes: Manifestations of Gender Stereotypes in American Society (Kate Hardeman); (3) An Acoustic Study of the Neutral Tone in Taiwan Mandarin (Karen Huang); (4) "Masculine" "No": Japanese Men's Use of Sentence-Final Particle "No" (Kristyn Martin); (5) Language Shift: A Case Study of a Family Spanning "3.5 Generations" (Monica Vidal); (6) From Consumption to Community in the Beginning Writing Classroom (Amanda Adams-Handy); (7) Light and Darkness in "The Time Machine" (Madoka Nagado); (8) The Post-Postmodern? A Millennial Sensibility in Ethnic American Fictions (Nicole Myoshi Rabin); and (9) The Role of Motivation in Performing as a Writer in Liminal Spaces (Melinda Smith). Individual papers contain references.

This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]

Regarding children's books' influences on a variety of social and individual components, this study aims to analyze educational components and philosophies in Pippi Longstocking. While there are a few studies which examined Pippi's feelings, thinking, reasoning, and developmental characteristics, there is a lack of research describing why and/or how those characteristics might emerge so. In this sense, this interpretative analysis aims to detect dominant educational philosophies in Pippi Longstocking; thereby, an understanding of the overarching phenomenon of education could be developed. Data, collected via document analysis methodology, included three classic books of Pippi Longstocking written by Astrid Lindgren, and those books were analyzed via interpretive content analysis method where the context and language investigated to make sense of participants' world via their experiences. While main educational philosophies set the themes, categories developed deductively regarding the components of education. Findings revealed that of 55 educational instances, ways of learning, functions of school, and decision making were the dominant categories. Also, there was a clash between the main character and the other social agents regarding their educational philosophies. While Pippi represented contemporary (Pragmatism, Reconstructionism, and Existentialism) educational philosophies via her reactions, behaviors, and responses, other agents including Tommy, Annika, the teacher, the policeman, and Rosenblom represented an Essentialist understanding of education. This piece of the world's literature may hold potential for teacher education. Instead of their studying educational philosophies as abstract concepts, Pippi Longstocking may provide pre-service teachers with an opportunity to practice (e.g., analyze, role play, counteract, create new characters, or change scenarios) educational philosophies, experientially. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 366-382.]

Exploring new or emerging research domains or subdomains can become overwhelming due to the magnitude of available resources and the high speed at which articles are published. As such, a tool that curates the information and underlines central entities, both authors and articles from a given research context, is highly desirable. Starting from the articles of the International Conference of Learning Analytics & Knowledge (LAK) in its first decade, this paper proposes a novel method grounded in Cohesion Network Analysis (CNA) to analyze subcommunities of authors based on the semantic similarities between authors and papers, and estimate their global impact. Paper abstracts are represented as embeddings using a fine-tuned SciBERT language model, alongside a custom trained LSA model. The extrapolation between the local LAK community to a worldwide importance was also underlined by the comparison between the rankings obtained from our method and statistics from ResearchGate. The accuracies for binary classifications in terms of high/low impact predictions were around 70% for authors, and around 80% for articles. Our method can guide researchers by providing valuable information on the interactions between the members of a knowledge community and by highlighting central local authors who may potentially have a high global impact.

How might mathematics educators recognize discourses as resonating harmonies in their practices as researchers? In this paper we share individual experiential narratives guided by Ojibway author Richard Wagamese's Medicine Wheel teachings in the four directions of East (humility), South (trust), West (introspection), and North (wisdom). As we journey through (re)membering place we offer opportunities for recognizing resonating harmony(ies) and algorhythms in our practices as mathematics education researchers and for engaging with critically dissonance discourses and actions. This (re)membering supports relating with each other, mathematics, communities, and place in ways that are more sustainable, inter-connected, and kincentric. [For the complete proceedings, see ED630210.]

This paper presents a review of distance education literature published in the "Turkish Online Journal of Distance Education" ("TOJDE") to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N=784) published between 2000 and 2015 were reviewed for this study. Findings indicated that issues related to educational technology are a popular research area in articles published in "TOJDE." Nearly all the articles are theoretical/descriptive, quantitative, or qualitative in nature. According to publication and authorship patterns, "TOJDE" is an international journal with a special ability to reflect developments in its near region in the field of distance education. [This paper was published in: "Human and Artificial Intelligence for the Society of the Future. European Distance and E-Learning Network (EDEN) Conference Proceedings," European Distance and E-Learning Network, 2020, pp. 217-225.]

Research enables progress in science. Scientific publications are one of the means used to share the advances found in research. Ecuador has had a substantial increase in its scientific production in recent years. In this context, the article aims to examine the relationship between scientific publications and variables of Ecuadorian researchers using the affiliation of the Universidad Técnica Particular de Loja (UTPL). For this purpose, the Scopus® database was analyzed from 2010 to 2022. The growth in the number of publications started mainly due to state legislation, which mandated the need to publish research. This decision led to an increase in research being conducted in academia. The different groups analyzed showed differences; therefore, the university should have a differentiated strategy for each group. The procedure detailed in the article can serve as a reference for other institutions or for those who wish to evaluate the performance of their faculty. Publications bring prestige to both faculty members and institutions, but the main focus of research should not be lost. [For the full proceedings, see ED654100.]

TVET is an education and training process with a strong emphasis on industry practises that strives to generate competent workers in particular fields. Cooperation with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [For the full proceedings, see ED654100.]

Introducing national and universal values via works of Turkish and international culture and art is one of the goals of teaching Turkish. Texts from different cultures are used in mother tongue education to compare students to works of art and culture that are universally recognized. People learn about national and universal ideals in this way by consuming works of international culture and art. Knowing the best pieces of international literature would not only broaden one's horizons but also enable one to comprehend and assess the sociology of many countries. By reviewing the content of postgraduate theses on international literature authored in our country, this study seeks to understand the literature and future research on the subject. In this study, fourteen master's and doctoral theses with the subject "world literature" were analyzed. Access to the database of the National Thesis Center of the Council of Higher Education was granted for this investigation. The university from which the postgraduate theses were created, the department, the year of publishing, the type of publication, the institute, and the method were all examined. Utilizing the document review technique, data were gathered. The content analysis technique was used to interpret the data that was obtained. The investigation revealed that Osman Gazi University was the site of the majority of studies. The majority of the research was done at the graduate level and in a social sciences institute. It has been determined that the Comparative Literature Department produced graduate theses. The majority of studies in the area of international literature were completed between 2022 and 2019. Eleven studies did not specify their approach, however, it was determined that the other three studies used a qualitative research paradigm. [For the full proceedings, see ED656038.]

Leadership in educational settings, especially in schools, has a long history. Instructional leadership is a leadership style that is seen to increase school effectiveness. This study aims to map bibliographic data on instructional leadership over the past eight decades (1941-2022). The quantitative research approach to analyzing bibliographic information using bibliometric analysis was sourced from the Scopus database, which initially amounted to 951 documents, then became 717 documents after the screening process. Hallinger P. is the author with the most co-authorship networks, and the United States is the most co-authorship network on instructional leadership. The article "The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types" by Robinson, V. M. J. (2008) is the article with the highest number of citations, and Hallinger P. is the author with the highest number of citations. The author's co-citation visualization of instructional leadership reveals 4 clusters: (1) measuring the instructional leadership, (2) school effectiveness and improvement, (3) the role of the school principal, and (4) leadership for school restructuring, performance, and achievement. The keyword network visualization for instructional leadership reveals 4 clusters: (1) the impact of instructional leadership on school climate, (2) the application of instructional leadership in school settings, (3) the relationship of instructional leadership with the concept of educational leadership in general, and school principals in particular, (4) instructional leadership efforts in developing professional and leadership teachers and teaching and learning processes that ultimately improve accountability. Future research about instructional leadership focuses more on teacher efficacy, school climate, principal preparation, and teacher professional learning. [For the full proceedings, see ED654100.]

This article will focus on sociolinguistic aspects in Terry Pratchett's "The Wee Free Men." In particular we will deal with the interplay of standard and non-standard British English by which the writer highlights cultural stereotypes as well as narrative ones; creating a children's tale with a distinctively adult-like character set. Pratchett uses Tiffany Aching to explore the topics of non-traditional education, family dynamics and social hierarchies in a fantasy setting. By combining the mundane coming-of-age story with a fantastic adventure, he contrasts the escapist nature of a fantasy narrative with the inevitable growth of responsibility. The paper aims to explore the usage of non-standard language and its effects on the narrative and character components; the reader's reception of this usage is an important factor in the communicative channel formed between the reader and the author. From regional varieties, this work uses Scottish dialect, but Pratchett mixes in some of his own creations, such as the Toad dialect. The author also uses grammatically incorrect phrases or sentences. Therefore, this paper will analyze the instances where Pratchett used non-standard British English and determine their narrative function. Furthermore, it will illustrate the importance of dialects which are viewed as separate languages of fantastic races. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

The first of two papers in this document is a report describing the work of the International Federation of Library Association's (IFLA) first professional board functioning under the Chicago rule changes of 1985. Topics include changes in the annual meeting structure; changes in the Medium Term Programme 1986-1991 (MTP); coordination with the Core Programmes; and budget. The second paper provides a listing of all papers presented at the 1987 IFLA Council and General Conference with instructions on how to obtain photocopies; an index of the papers listed by session, division, section, and round table, and other papers; and an index by authors. (CGD)

Building and especially improving a classification kernel represents a challenging task. The works presented in this paper continue an already developed semi-supervised classification approach that aimed at labelling transcripts from educational videos. We questioned whether the size of the ground-truth data-set (Wikipedia articles) or the quality of the keywords used in the semi-supervised labelling have a significant impact on the accuracy metrics of the final obtained data model. Experimental results took into consideration three Wikipedia data-sets of "Small," "Medium" and "Large" sizes. For each data-set there were used three sets of keywords: offered by video authors, determined by "rake-nltk" on available transcripts and determined by "rake-nltk" on Wikipedia articles that serve as training and testing data for the LDA [latent Dirichlet allocation] model that determine keywords on the transcripts. Experiments show that the size of the data-set has little importance, while the quality of the keywords has a more significant impact. Therefore, an improved version of the previously developed classifier has been obtained by improving the quality of the keywords involved in semi-supervised training. This result paves the way towards further improvements that may finally be deployed as within a recommender system of educational videos at the Universitat Politècnica de València. [For the full proceedings, see ED607784.]

Teaching technical writing to engineering researchers particularly post graduate students is a demanding and complex task. Often the challenge faced by the language instructor is in having inadequate understanding on students' expected writing output which is engineering research publication. While the language instructors may find the language use aspect manageable, it is the understanding on expected writing output for engineering discipline that is a challenge; therefore, supporting language module developers to understand those expected outputs is essential and needed for the advancement in language teaching. In view on the need for the description of the targeted output which is engineering publication, this study focuses on supporting the understanding of engineering research publication specifically on drones. This study is aimed to describe the perimeter of research publication on drones written by prolific engineering writers. This paper uses bibliometric analysis method which is based on identifying the core research and authors, as well as the works that cited them. This study examines 275 research publications indexed in SCOPUS database and also investigates 1947 research publications that cited the 275 publications as reference source. The findings show that the publications are mostly articles, conference papers and reviews deriving mostly from the US, China and the UK whereas the citing documents are mostly from China, the UK and the US. This paper presents the description on the perimeter for both groups. Such description provides a ready narrative to language instructors as well as ready narratives and guidance on writing/content dimension for young scholars embarking on writing scholarly articles on drone research. [ABSTRACT FROM AUTHOR]

With the rapid development of science and technology in recent years, the application areas of fuzzy logic have also gained speed. Fuzzy logic is a frequently preferred approach in the educational process, and it can be said that scientific publications on this topic have recently gained momentum in the literature. In this context, the present study aims to shed light on the research forms of fuzzy logic approach in education. The Web of Science (WoS) database was used for data collection. The search reached 374 scientific publications on the topic after various exclusion procedures. The obtained data were visualized using the mapping technique. As a result of the research, it was found that the number of publications on this topic has generally increased from past to present. The analysis revealed that the most influential countries reporting on this topic are the United States, China, and Taiwan. In addition, National Cheng Kung University, Gazi University, Cornell University, and Marmara University have published the most publications. The authors with the most publications on the fuzzy logic approach are Reyna V.F., Castillo, O. and Huang, Y.M. The analysis of the journals showed that Computer Applications in Engineering Education and International Journal of Electrical Engineering Education are the journals that contribute the most to this topic. The concepts that appeared in the clusters of co-occurrences analysis are fuzzy logic, higher education, e-learning, data mining, matlab and education. [For the full proceedings, see ED630948.]

Due to the development of artificial intelligence and language-based software, automatic machines, which can generate news contents from data, are starting to be used in the editorial practice. Despite the fact that this field of editorial work is currently at its advent, it has been developing and improving relatively quickly. At present, robots for production of contents are implemented in editorial offices of large media, and are able to process huge amounts of data, while saving journalists' work. Robo-journalism, which is the result of an effective interconnection among informatics, statistics and reporting, is being vividly discussed not only in media practice, but also in professional circles. The study deals with robot journalism that uses intelligent software to produce news articles. Its application fundamentally redefines editorial routines, journalistic practices and existing models of editorial work. Media and journalism theorists are interested in the influence of robojournalism on the editing process, the journalistic profession, the journalist as a creative person and their competences. The authors of the paper intend to broaden the awareness of this dynamically developing segment of new coverage and to point out its selected aspects in relation to media practice, but also theoretical reflection. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

The "beauty and truth" in the title reminds one of John Keats's "Ode on a Grecian Urn." That is not only a great Romantic poem, but also a highly sophisticated rhetorical discourse. In it, the interwoven voices of the speaker, of the Urn, and of Keats himself as an implied author, exploit the ambivalence and ambiguity of the pronoun "we" in creating speakers and listeners, performers and audiences. The current article explores the rhetoric of populist discourse in one of Nigel Farage's recent (May 4th, 2019) speeches. The speaker appeals to emotion rather than reason, systematically using anaphoric and epiphoric triads and other rhetorical devices to hammer his messages home. The article undertakes to examine the inconsistency in the speaker's development of the antagonism between "ordinary," "patriotic," "honest" people seen as the vast majority of the British population (far more than the 52% who voted for Brexit in the 2016 referendum) and the remaining tiny minority, including the political and cultural elites, the multinationals, the banks, the hedge funds, identified as THEY. Nigel Farage, the son of a stockbroker, a stockbroker himself, the friend of stockbrokers supporting his campaign, is one of the ordinary, honest people. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

At the 2007 Physics Education Research Conference, a workshop on publishing and refereeing was held with a panel of editors from four different publishing venues: the physics education research section of the American Journal of Physics, the Journal of the Learning Sciences, Physical Review Special Topics–Physics Education Research, and the Physics Education Research Conference Proceedings. These editors answered questions from participants regarding publishing in their respective venues, as well as writing referee reports that would be useful to both journal editors and authors. This paper summarizes the discussion. [ABSTRACT FROM AUTHOR]

For writers that have earned status as cultural legends, like Yehuda Amichai (1924-2000) and Orham Pamuk (1952-), the respective cities where they themselves resided serve as both setting and muse. In the writings of Amichai, the holy city Jerusalem assumes the role of both a backdrop for his poetry as well as an all-encompassing symbol of Israel and its people. In the autobiographical and semi-autobiographical prose of Pamuk, it is Istanbul, the geographical and cultural crossroads of Europe and Asia that simultaneously inspire and dictate the nature of his narrative. Both authors have been celebrated for their integration of the city as a silent, verbally if not literally, character within their works--a multifaceted player shaping and influencing at every turn. For their openness to criticize religion and secular approaches, Amichai and Pamuk lend well to a comparative analysis. Both poet and novelist regard the religious components of their writing as cultural, not spiritual. Amichai saw Jerusalem as both virtuous and hateful, Pamuk regards Istanbul with appreciation and contradiction, but neither writer's name will ever be written or spoken without evoking images of their respective muses. This paper analyzes urban personification to look at the many roles of Istanbul and Jerusalem comparatively. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Middle school social studies lessons about American Indian people often leave the impression that Indians are part of a historical past that has little to do with America's present. Too often, lessons include information about Indian "extinction" due to diseases and warfare without discussing the ongoing resilience of American Indian communities. They may also fail to address the systemic oppression of assimilation policies enacted by the U.S. government. In response, this paper explores the pedagogical potential of Indigenous-authored graphic novels and museums for middle school classrooms. The resources examined here center the experiences of Indian boarding school students and their descendants, providing useful material for helping students engage with American Indian histories, contemporary realities, and federal policy.

After a brief description of some historical and cultural interchanges between Ireland and Austria, the paper examines Irish fiction that has been translated into German and Irish plays that have been performed in Vienna over the past 25 years. The paper also describes German translations of Irish children's fiction, including classics like Gulliver's Travels, Celtic and Irish tales, and the works of Eilis Dillion, Tom McCaughren, Martin Waddell, Joan Lindgard, and other Irish writers. The paper also describes children's books in the German language that focus on Ireland. (KRN)

The 50 papers on English language and literature included in this compilation are grouped under the following headings: Old English (editing "Judgment Day," the syntactic types "every man" and "each of men," and continuity and variation in psalm glosses); Present-Day English (speech rate and vowel quantity as compared with Finnish): neutralization in generative phonology; nouns ending in "-ee"; embedding in legal English; conversion; term-formation in engineering; lexicology; aspects of dialect space; "go to" and "will" in spoken English; preterite and perfect in British news bulletins; semantics of terminologies; secular, doctrinal, and supernatural illocutionary acts; cohesion and coherence in short expository essays; pronominal chains in conversation; argumentative text structure; content and sentence structure in simplified and abridged texts; the transferred epithet and body language; term papers in research projects; comparison of spoken and written English; adverbials; discourse analysis; English in Sweden); Teaching of English (intonation and Norwegian students; difficulty in English as a foreign language; technological developments; British politics); and literature (controversy over literary theory; comedy and twentieth-century drama; medieval portraiture; the song "Little Son Hugh"; folktales; partition in Indo-English novels; and 12 authors: William Shakespeare, John Milton, Thomas Otway, Mary Wollstonecraft, Samuel Coleridge, Charles Dickens, Elizabeth Sewell, Thomas Hardy, Hans Andersen, D. H. Lawrence, Andre Brink, Tom Stoppard). (MSE)

Beginning in March 2012, my public scholarship with deported and returning young adults originated from an ethnographic and oral history framework based upon participant research action methodology (Seidman 2006). In collaboration with the Asamblea Popular de Familias Migrantes (APOFAM), I began to meet with groups of returning and deported young people working at a Colorado-based call center in Mexico City (Anderson 2015). We learned that one of the biggest obstacles they were facing was the revalidation of their US-based studies. Without official revalidation from the Mexican Secretariat of Education (SEP), these young people could not apply to university programs or certain jobs. Fast-forward to June 2015, when a reform to the General Law on Education was announced; a waiver of the requirement for an apostille and an official translation for documents in order to revalidate primary, secondary, and preparatory education. How did we get from the diagnostics of discrimination to legal reform on a national level? As one voice among many, I trace the odyssey of using new (and not so new) technologies (crowd-funding, photography, social media, video, census data, ethnographic interviews, organizational allies, press releases) to disseminate my research broadly and quickly in support of public policy reform. I present the stories and the data that I published in the book I co-authored with Nin Solis: Los Otros Dreamers (September 2014) as a qualitative diagnostic of discrimination using first-person testimonies and images. I highlight the multi-authored nature of this work, where the voices of migrant youth and advocates joined together, to speak from the subaltern position codified in US constitutional and immigration law (Kanstroom 2007). In so doing, I argue that the "publication" of twenty-first public scholarship takes place across diffuse, idiosyncratic, multilingual, and multi-platform contexts that are temporally and spatially distinct from traditional forms of publication. This case study of the struggle for access to higher education in Mexico offers significant implications for educators looking to advocate for public policy changes in the US and in Mexico. Post DACA, it also provides a transnational context in order to better understand the struggle for access to higher education and educational mobility by undocumented graduates from high schools across the US. Finally, in the process of reflecting upon the lessons learned via my collaborations with deported and returning youth eager to share their stories publically, this paper explores the resonances of the term "Dreamer" in contexts beyond US borders (Coutin 2007, Brotherton and Barrios 2009, Flores 2009), asking whether this historic expulsion of young people from the United States might be adequately considered a "Dreamer diaspora" with demands for access to higher education and transborder educational mobility at its core?

Objectives: Our objectives are to present conceptualizations of the comprehension of single and multiple texts that address the role of epistemic beliefs in text comprehension, review supporting evidence for such conceptualizations, and note particular trends and future challenges for this area of research. Frameworks: Conceptualizations of the comprehension of single and multiple texts increasingly address the role of readers' epistemic beliefs, that is, their beliefs about knowledge and the process of knowing (Hofer & Bendixen, 2012). For example, Alexander (2012) posited that competent readers are more likely to believe that knowledge is contextualized and complex and to realize that textual claims need to be justified by considering the credentials of authors as well as the evidence they provide. Likewise, Afflerbach and colleagues (2013) argued that epistemic beliefs influence the cognitive skills and strategies that students use and the stances they take toward text, highlighting the importance of epistemic beliefs for facilitating or constraining the use of critical thinking strategies in reading to evaluate text content as well as source credibility. Moreover, Bråten et al. (2011) specified how epistemic beliefs may influence multiple-text comprehension by facilitating or constraining an integrated understanding of content across texts as well as the construction of links between sources and content and between sources. Mode of inquiry: We reviewed research on epistemic beliefs and text comprehension conducted since Schommer's (1990) seminal paper, which pioneered quantitative analysis of this relationship. Results: Research on single-text comprehension generally indicates that beliefs in tentative rather than certain knowledge, as well as in complex rather than simple knowledge, are related to more adaptive text processing and better comprehension. Moreover, in the complex reading-task context of multiple-text comprehension, viewing knowledge as tentative rather than certain, complex rather than simple, originating in expert authors rather than the reader, and justified by rules of inquiry and cross-checking of knowledge sources rather than own opinion and experience has been shown to predict students' abilities to synthesize information from expository texts expressing diverse and even contradictory viewpoints. General trends discovered in our review include increased emphasis on contextualization, complexity, and justification. Finally, salient future challenges concern the need to clarify how epistemic beliefs interact with other relevant individual difference variables, the extent to which relationships between epistemic beliefs and text comprehension are bidirectional rather than unidirectional, and how effective and efficient interventions to promote productive change in epistemic beliefs can be designed and implemented. Conclusions and Implications: The merging of epistemic belief and text comprehension research provides new understanding of what it takes to be a competent, critical reader in the 21st century. Instruction in classrooms to facilitate the development of adaptive epistemic beliefs, as well as text comprehension, is a task not only for reading teachers, however. It is equally pertinent that future research provides teachers with a solid grounding for addressing and challenging students' beliefs about knowledge and knowing as part of their subject matter teaching.

The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified. Authorship credit was computed for faculty members within each program based on journal articles published from 2002-2011. The 25 individuals with the highest authorship credit were identified. The number of journal publications across program faculty members was averaged, and the top 25 programs were identified. Finally, journals in which the top 25 faculty members published articles were identified. Observations about issues that arose while collecting data were presented. The study presented a snapshot of scholarship among specialist-level only programs and their faculty members during the 10-year period from 2002-2011. (Contains 26 references and 3 tables.)

Constructionism holds potential for educational research. The qualitative research study presented here investigated learning experiences in a collaborative authorship project designed according to the principles of constructionism. We found a set of three characteristics at the core of constructionist learning: learner agency, focused tinkering, and artifact creation. We also developed an emergent conceptual framework. The "Authorship Learning" conceptual framework leverages the agency and ownership inherent in the metaphor of authorship to describe learning as a process in which learners author their own meaning through the act of authoring authentic artifacts. The authorship of meaning is facilitated through authorship of goals, processes, roles, and artifacts. Furthermore, learning entails the authorship of self, authorship of group, and authorship of society.

The 18th and 19th centuries saw a real tension between inductive and deductive methods of reason. Spokesperson for her era through her association with the popular "Godey's Ladies' Book," Sarah Josepha Hale addressed this tension in 1858, citing an article by Thomas Henry Buckle ascribing the method of deduction to women and that of induction to men, and clearly favoring deduction. Deductive reasoning is centered in community assent, while inductive thought derives from the power of the individual and reinforces that power. Authors of literature of the 1850s (recognized as "the feminine fifties"), such as Harriet Beecher Stowe in "Uncle Tom's Cabin," use symbolic references from which readers deductively construct meaning. Later 1850s' literature reflects and promotes the evaluation of women, with story movement becoming a linear progression. Educational institutions still privilege the inductive, but despite the historical precedent and the current predilection toward inductive reasoning, this can be balanced with some basic and practical implications for the composite pedagogy. In the classroom, where students' cognitive methods differ, various methods of collaborative evaluation can be considered. Taking a cue from Hale, perhaps accepting and teaching a change of mind can make an impact on the culture's order: economic, social, and political. (CR)

During the period of glasnost, between 1985 and 1990, all of Russian literature changed. After 60 years of division between official and unofficial, dissident and emigre, the publishing of Russian literature became unified. Censorship and government control practically disintegrated. Among the "new voices" in Russian literature is Ljudmila Petrushevskaja, whose play cycle, "Kolombine's Apartment," is considered to be one of the most outstanding and creative in contemporary Russian literature. This paper discusses her life as well as her characters, settings, and language. The theme of her "Kolombina's Apartment" is the many faces of love and interpersonal relationships, and it presents truths about day-to-day realities of Soviet life. (LB)

Russian Village Prose began in the 1950s with articles critical of the way collective farms were being managed and developed into an insider's view of rural life and a celebration of the values and rituals of traditional rural Russia. It represented a new approach to rural themes and characters and a return to literature of high aesthetic quality after several decades of Socialist Realism. This paper examines why Village Prose had run its course by 1980 and discusses ways in which Village Prose and the Village Prose writers have taken part in the rewriting and rereading of literary history in the 1980s. Several authors are cited. It is noted that although the Village Prose period is over, not all the Village Prose written in past decades has yet been published. In any case, the past achievements have permanently enriched contemporary Russian literature. Contains 27 references. (LB)

A history of American women dramatists is provided in this paper with emphasis on the period 1960 to 1980. It is noted that by 1960 several American women had earned sizable reputations as dramatists; that prior to 1960, especially in the 1920s and 1930s, they had offered both commercial and experimental pieces; and that, like their male counterparts, they treated social issues when society at large seemed interested in such issues. Significant shifts in these patterns in the decades of 1960 and 1970 are discussed: (1) women playwrights now tended to cluster in alternative, noncommercial theatres off-Broadway and off-off-Broadway such as Ellen Stewart's Cafe La Mama; (2) black women playwrights emerged as a major new voice in the American theatre; and (3) after 1970, feminist playwrights began to surface and find production, beginning with Megan Terry of Open Theatre and Myrna Lamb's "Mod Donna." (MKM)

Divided into five sections, this paper traces the journalism career and personal life of Margaret Cousins. In the untitled opening section of the paper, Cousins' attitude about the role of women is explored. The statement is made that her career may be interpreted in terms of hegemony, the theory that the mass media work to encourage a shared value system among all members of society, although that system of values is most beneficial to those at the top. Examples of Cousins's fiction are provided to support these statements. The second section of the paper, "The Sacred Home," explores Cousins's concept of what a home should be and what her household was like. "Early Career," the third section of the paper, chronicles the various positions Cousins held in the field of journalism. The fourth section of the paper, "Conclusion," discusses the implications of Cousins's work and the comments she made after her retirement. Her present home in San Antonio and her lifestyle are described in the final section of the paper, "Retirement." (DF)

This report includes papers from a 1998 symposium to promote the professional sharing of current educational issues. The papers are: "A Tapestry of Authors" (Maurine Richardson and Margaret Miller); "Critical Thinking Strategies Across the Curriculum" (Constance L. Hoag and Sharon Andrews); "The Effect of Journal Writing on Teachers' Theory Development" (Lana Danielson); "School Subject Teaching Preferences Held by Elementary Teachers" (Robert W. Wood and Lynne Roach); "Attribution Studies of Children with Learning Disabilities" (Mary Ring); "An In-Depth Look at South Dakota's Successful Early Childhood Inclusion Program" (Geralyn Jacobs, Dot Stoll, Joanne Wounded Head, Kristy Spencer, and Gui-Ping Zhang); "The Impact of Perinatal Insults and Disabilities on Development from Birth to Eight Years of Age: Research Linked to Practice" (Marilyn Urquhart and Patricia Work); and "Writing and Computers: Increasing Geometric Content Based Knowledge Using the Van Hiele Model" (Roger Parsons, Jack Breen, and Robert Stack). (SM)

Ernest Hemingway was wrong. It is not necessary to leave home and go out and experience "Life" in capital letters to have "stuff" about which to write. The daughter of a kindergarten teacher, Louisa May Alcott wrote a book about her family life which became one of the most popular children's classics, "Little Women." All people are storytellers. Life stories order and interpret life events. Listeners/readers sympathize or empathize, and writers explore this when choosing moments from their lives to share with others. Alice Walker, a sharecropper's daughter and author of "The Color Purple," felt ugly, disfigured, and suicidal when she was blinded in a childhood accident. A later poem, "On Sight," spoke of her joy at seeing the African desert. While she was studying at Sarah Lawrence College, pregnancy and a subsequent abortion were inspiration for "Once," her first published book of poetry. One of her professors, the poet Muriel Rukeyser, passed Alice's poems along to her own editor at Harcourt, who later became Alice's editor too. Out of Alice Walker's isolation grew her art, and the written word would sustain her survival, a passionate testimony to the power of the artist to use her art to overcome life's hardest blows. (Contains "On Sight" and 17 references.) (CR)

This study examined 122 juvenile books to determine how current authors and illustrators portray books, reading, and writing and how this portrayal reflects current literacy theories and recommended instructional practices. The theoretical framework of this study is grounded theory (GLaser and Strauss, 1967). Categories which emerged from the study were developed and analyzed based on the occurrences found in literature and illustrations: (1) emergent literacy and storytime reading; (2) reading aloud; (3) children or peers who teach one another to read or read better; (4) self-taught readers and/or writers; (5) learning to read or characters who cannot read or those who experience difficulty reading; (6) published literature references in texts; (7) reading and writing portrayed in school; (8) vocabulary as a goal; (9) a focus on letters, sounds, cursive writing, calligraphy, and spelling; (10) history of writing, alphabets, printing press and books; (11) literature written as letters, journals, or diaries; (12) authorship; and (13) the role of the library or bookstores, including the issue of censorship. Results indicated that, while the texts positively encourage reading and writing, current literacy theories and recommended instructional practices were not reflected in the literature examined. Findings revealed that the literature portrayed books, reading, and writing occurring across a broad spectrum of life and were not limited to use in the school classroom. The dominant image portrayed in children's literature was a positive celebration of books, reading, and writing. Further research should reanalyze the books by categories and analyze the instructional activities mentioned and the instructional strategies used. (Contains 3 tables of data, 26 references, and a list of juvenile books used in the study.) (Author/CR)

This paper explores the rights of authors before publication of their works, if those works are to be published at all, and how these rights might yield to fair use of the works by other authors. Firstly, the paper examines the interests at stake of the three main groups involved: authors, the public, and people who wish to quote or closely paraphrase an author's work. Secondly, it discusses the rationale for copyright protections, fair use, and the first amendment, focusing on the Constitution and on the Copyright Act of 1976. Thirdly, the paper analyzes three recent decisions of the Supreme Court and the Second Circuit which involved quotations from unpublished works, looking at the facts of the three cases, the threshold copyrightability of the infringed material, and the four traditional fair use factors (purpose of the use, nature of the copyrighted work, amount and substantiality of the portion used, and the effect on the market). The paper's final section discusses the implications of these decisions, concluding that, as the law currently stands, the courts have put a heavy thumb on the scale in favor of ante-publication authors (leaving those who would quote or paraphrase in peril), and arguably have not advanced the quality or quantity of ideas. One hundred and twenty notes are included. (SR)

Three famous writers--Eudora Welty, Madeleine L'Engle, and Jack London--used their silent reading experiences to survive not only their childhoods, but also to become adult chroniclers of human lives. Pulitzer-prize winning author Eudora Welty credits an extended period of silent reading when she was 7 years old (and home from school for nearly a year) with the discovery of her author's voice. Madeleine L'Engle credits her observations of life and people for starting her on her journey to become a writer. Unlike Eudora, Madeleine had more than one period of solitude in her childhood, and Madeleine's solitude was coupled with the intense loneliness of an only child with physical problems and distant, frail parents. Solitude and loneliness intensified by the need to escape extreme poverty led Jack London to literacy. Jack loved books as much as he loved reading them. These three authors entered the world of literacy fueled by need: Eudora for entertainment during an extended illness; Madeleine to combat shyness and loneliness; and Jack to survive emotional rejection and poverty. Adults must give children uninterrupted time to discover silent reading and to discover themselves through books. It is up to adults to give children both the time and the safety to find the way to adulthood. (RS)

Born in Cicero, New York, in 1826, Matilda Joslyn Gage became one of the leaders of the American women's rights movement. Her book "Woman, Church, and State," first published in 1893, is a work of feminist history and theory that anticipates many of the feminist critiques which are now familiar: social class, imperialism, sexual violence, and the nature of private property, as well as the nature of patriarchal language, epistemology, and religion. Gage tells the story of development, an archaeological narrative of the manner in which human females came to be defined (and confined) as women, and concerns herself with women as spiritual beings. The church has been, Gage says, the "deluder of the weak and the succor of the strong," a reflection of male dominance. Gage proposed a revaluation of spiritual values that would allow women to decide for themselves what the truth is, based on their own reason and investigation. For Gage, social evolution resembles today's idea of punctuated equilibria far more than it does the orderly, hierarchical story told by Charles Darwin. Gage's book, "Woman, Church, and State" becomes the place in which, for the first time, an authentically post-patriarchal language emerges in American thought. (Contains 14 references.) (CR)

The International Standards Organization (ISO) has developed standards to provide a uniform framework for quality assurance in organizations' products and services. Commonly referred to as ISO 9000, these standards focus on achieving and sustaining the quality of the product or service produced to continuously meet purchasers' needs, and give management and purchasers confidence that the intended quality will be achieved. To satisfy ISO 9000 standards requires extensive documentation of processes and procedures, and the technical writer will play a key role in writing process and procedure documentation and in creating and teaching areas of product and process documentation. The technical writer may work in conjunction with management to prepare a strategic plan for obtaining ISO 9000 certification, develop quality standards for documentation, define what information is needed from colleagues and gather it into ISO 9000 standards format, prepare visual aids and materials for training presentations, assist in training employees in proper inspections and documentation, prepare a Quality Manual, participate in internal audits of documentation procedures, respond to the official registration audit, and review and revise written policies and procedures as needed. Competencies of a technical writer include writing ability, interpersonal skills, critical thinking skills, and research skills. (Contains 15 references.) (JDD)

Noting that the first adult fiction detective novel by an African-American was published in 1932, this bibliography lists and discusses 72 novels either written by African-Americans or featuring African-American detectives. The bibliography is divided into four sections: the first section discusses detective fiction written by African-American men; the second section contains information concerning detective novels published in the early 1990s by three African-American women (the first such published) and a crime novel by an African-American woman; the third section contains novels by three prominent white writers of detective fiction who introduced African-American detectives in some of their work; and the fourth section contains novels by two white writers who added African-American detectives in some of their series that originated with only white male detectives. The bibliography includes biographical information about the novelists. End notes (listing sources of information for each of the 19 novelists) are attached. (RS)

Walter Dean Myers has gained distinction as an insightful and entertaining writer of imaginative adolescent literature that breaks stereotypes, tells stories of Blacks as people with complex dimension, and redefines the images of African Americans. Myers has written historical works, biography, novels for adolescents, plays, historical fiction, and mystery adventure. He is noted for: the emphasis he places on positive characters while overlooking neither negative ones nor reality; the range of dialects in his dialog; the different aspects of "coming of age" he addresses; and the manner in which he presents characters making choices. In contrast to stereotypical images of inner city African-American males, Myers presents a number of fathers who are positive role models. He is important not so much for the range of his writing as for presenting the story of African Americans in realistic but hopeful ways. Myers' message to young adults seems to be: discover your strengths, be proud of who you are and be responsible for your actions. (RS)

ABSTRACT In this poster, we describe partial findings from a larger study that explored the co-first and co-corresponding author phenomenon in two biomedical research areas, pharmacy and anesthesia. The top 10 journals in the two areas by the five-year impact factor as listed in 2013 JCR were used for the paper sources. A total of 17802 pharmacy papers and 35801 anesthesia papers were included in the analyses. Each paper was manually examined to identify the co-first and co-corresponding author papers. In this poster, we will show the distributions of the paper numbers and percentages of the co-first and co-corresponding papers over twenty years (1995-2014), the distributions of author numbers sharing the co-first and co-corresponding authorship, and the combinations and distributions of the authors' byline positions. [ABSTRACT FROM AUTHOR]

A longitudinal study of growth in reading ability employed two new indicators of print exposure that use a checklist-with-foils logic and that have very brief administration times. Subjects, 52 boys and 46 girls from 4 different fourth- and fifth-grade classes in a religiously-affiliated private school, completed the Title Recognition Test (TRT) and the Author Recognition Test (ART) (in which they identified titles and authors of actual children's books interspersed with false titles). Subjects' scores on standardized reading tests taken during their third and fifth grades were also analyzed. Results indicated that individual differences in third to fifth grade growth in reading were significantly related to subjects' scores on the TRT and the ART. Findings suggest that the extent to which individuals engage in literacy activities is a significant contributor to developed reading ability. Further studies of the cognitive consequences of literacy could be facilitated by the use of the easily administered indicators of print exposure examined in this study. (Three tables of data are included; two appendixes containing the author and title recognition test items and the percentage recognition for each item, and 39 references are attached.) (RS)

Studying the life of Langston Hughes in the context of how to teach freshman composition can shed light on two sometimes conflicting pedagogies, the expressivist and the social-constructionist. A discouraging period of fierce criticism, illness, depression, and financial woes coincided with Hughes' 39th birthday, which his biographer Arnold Rampersad described as a "season of humiliation and dispossession." Teachers of composition should look to Hughes's experience of tension and frustration as an allegorical model common to a vast majority of their students. This tension can be related to the conflicting pedagogies of freshman composition: those that stress discovery of voice (Peter Elbow) versus those that stress the navigation of discourse domains (David Bartholomae). Hughes's writing journey was that of an outsider, and to some degree all freshman writing courses are concerned with helping outsiders to certain modes of discourse. An example is the case of a student who experienced severe writer's block in completing an academic essay. By pointing out similarities with Hughes's traumatic struggles, this student was enabled to complete the work. Hughes's successes provide teachers with concrete models for encouraging students to succeed in the tricky business of producing quality college level writing. (HB)

In 1977, John C. Merrill, a mass communication scholar, found that many scholars believed that the sixties movement of new journalism is in some way related to existentialism. To find this out, a study identified six main themes of the philosophy of existentialism (as espoused by Jean-Paul Sartre) and looked for the presence of these themes in the works of two "new journalists." Twenty-eight pieces of writing by Gay Talese and Norman Mailer that appeared in "Esquire" from 1962 to 1968 were analyzed for the presence of the themes of: individual subjectivity as the starting point; absurdity or meaninglessness of the world; revolt against existing values; social reform; authenticity and individuality of person; and freedom and responsibility. Results indicated that four of the six themes of existentialism appeared in their work, but that the two most important themes (freedom and responsibility, and absurdity of the world) are neglected. However, the treatment of these themes frequently consisted of loose use of existential jargon. Findings suggest that existentialism had only a superficial influence on new journalism, and that the influence may have been a reflection of the general intellectual climate of the 1960s rather than a result on the journalists' understanding of the philosophy. (Fifty-two notes are included, and 54 references are attached.) (RS)

A college educator (trained in composition) encountered some problems when he began teaching an introductory literature course. In the first year of the course, he used a fiction anthology as his textbook. The class examined one story at a time, and attempts to compare readings seemed forced. The teacher realized that anthologies are narrow in scope, including few women writers, African-American writers, experimental writers, etc., and usually only contain one or two pieces by each author. Eventually, the instructor began to use single author collections. While students could then explore fewer cultures and historical periods, they could examine each author more deeply and with more context. Using stories that were less familiar than those commonly found in anthologies allowed the teacher to imagine student questions more easily and to have more meaningful dialogue with students. The reading of single-author collections enabled students to make connections between works of the same author. Students also become more able to describe relationships between authors. If educators want students to continue reading, more interesting, challenging, and vital issues of literary study must be introduced. Teachers must reconsider the kinds of texts that are typically used in introductory literature courses. (SG)

This volume of a 1991 conference proceedings contains the conference's addresses and awards, a listing of the panels and workshops, and abstracts of those papers which were withdrawn from the proceedings to be published elsewhere. Among the papers in this document are: "Reading and Literacy: a Lifetime Work" (N. Bagnall); "The Image of the Child in the Picture Books of Ezra Jack Keats" (W. Nikola-Lisa); "Contemporary Childhood: Terror, Containment, Community" (A. Moss); "Literacy and Empowerment" (L. Pope); "Secret Garden II: 'Lady Chatterley's Lover' as Palimpsest" (J. A. Plotz); "Two Images of the Victorian Child: Stevenson's and Rossetti's Differing Views" (C. C. Amelinckx); "Kate Douglas Wiggin's Portraits of the Artist as a Girl" (P. Bixler); "The Illustrated Postmodern" (G. R. Bodmer); "Images of Hawaii for Children: Cultural Deprivileging and Reprivileging" (S. Canham); "The Blue Tortoise Tattoo: The Quixotic Reader in 'Jacob Have I Loved'" (J. D. Chaston); "The Image of the Child in Lindgren's 'Pippi Longstocking'" (S. Erol); "'We Dance to the Music of Our Own Time': Reflected Images of Granddaughters and Grandmothers" (S. W. Gravitt); "'Every Mother's Dream': Cynthia Voight's Orphans" (B. Greenway); "Faulkner's 'The Wishing Tree' as Children's Literature" (N. D. Hargrove); "The Child Is Mother of the Woman: 'Heidi' Revisited" (L. Hendrickson); "The Image of the Child as Artist and Aesthete" (M. H. Holden); "The Suffering Child's Plea for Peace in Japanese Picture Books" (A. M. Hotta); "Images of Contemporary Japanese Children by Japanese-American Immigrants" (K. N. Hoyle); "The Legacy of Peter and Wendy: Images of Lost Innocence and Social Consequences in 'Harriet the Spy'" (J. G. John); "The Image of the Child in Chinese Folktales" (J. V. Lechner); "Pippi Longstocking: Images of an Iconoclast" (Y. Lindholm-Romantschuk); "The Image of the Curious Child" (G. D. Little); "The Spy and the Poet: Young Girls as Writers in 'Harriet the Spy' and 'Anastasia Krupnik'" (J. Q. McMullen); "The Image of the Child in Picture Books: Adult/Child Perspectives" (J. Nist); "Reflected Images: The Child in Modern Children's Literature" (R. Pauly); "The Baroque Child" (J. Perrot); "Playing Oz: The Bridge from Page to Stage" (P. A. Rooks); "The Image of Children as Daydreamers in Marie-Louise Gay's Picture Books" (C. H. Sibley); "Notes from a Dark Side of the Nursery: Negative Images in Alphabet Books" (M. A. Taylor); "A Nostalgic Image of Childhood: Nancy Ruth Patterson's 'The Christmas Cup'" (M. Usrey); "In the Image of Young America: Girls of the New Republic" (L. M. Vallone); "Images of the Child in French Literature" (F. Van de Poel-Knottnerus); "The Fable Child's Image in Words and Pictures" (W. Van Goor); and "Hansel and Gretel as Abandoned Children: Timeless Images for a Postmodern Age" (V. A. Walter). Abstracts are presented of papers by A. Allison, L. R. Kuznets, R. McGillis, and E.-M. Metcalf. (NKA)

As Latin American literature progressively enters into the English curriculum, two writers deserve special commentary for their representative contribution to the literary world. Through their works, the Columbian author, Gabriel Garcia Marquez, and the Peruvian author, Mario Vargas Llosa clearly convey the Latin American writer's desire to be modern as they confront sociological problems and integrate a discussion of social, political, and economic issues. Garcia Marquez's "One Hundred Years of Solitude" is a classic example of the innovative production generated by the Latin American literary "boom" of the 1960s. The novel best exemplifies Garcia Marquez's ingenious mixture of realism and fantasy and has resulted in the creation of a total fictional universe in which the commonplace takes on an aura of magic and the impossible is made believable. In his numerous novels, Vargas Llosa struggles to capture the complexity inherent in diverse personal, social, and historical worlds. Structural complexities are combined with stories that exemplify Vargas Llosa's view of life; for him it is violent, chaotic, complex, absurd, and indefinable. Both writers as well as a rich literary production by Latin American women writers will no doubt enrich the English Curriculum in the decades to come with innovative courses in translation as American students become more interested in developing a closer bond with Latin American countries and their societies. (An appendix contains available works, some in translation, by 10 contemporary Latin American writers; 18 references are attached.) (KEH)

To study any social movement is ultimately to examine an intricate social drama. With the publication of "The Jungle" in 1906, Upton Sinclair emerged from the stormy background of the muckraking movement to become one of that movement's principal actors. But in the 1920s, long after the Progressive reformers dusted and put away their muckrakers for other pursuits, Sinclair raked with indomitable zeal and enthusiasm. From 1918 to 1927, Sinclair created a remarkable series of muckraking tracts. Collectively called "The Dead Hand" series, it has been called one of the first thematic analyses of culture from the socialist perspective. Writing during a time of widespread disillusionment with American progressive reform, Sinclair championed the muckrakers' movement. But so cataclysmic were the effects of World War I and its aftermath that the fires of reform movements had been virtually extinguished. In the 1920s Sinclair was almost alone in the role of radical American social critic. It was not until the 1970s that historians and critics noted the historical and intellectual significance of "The Dead Hand" series. Critics suggest it is indeed unfortunate that eminent historians ignored Sinclair's preservation of the muckraking tradition. "The Dead Hand" series can be seen as a "rhetorica in vacuuo" which ultimately failed in its purposes for historical, rhetorical, and personal reasons. (Forty-one notes are included.) (Author/SG)

The present expansion in the American literary canon has largely overlooked one of the richest sources for new material: authors who were known and respected in their own time but have been unjustly neglected or forgotten, and important literary material which is either unknown or forgotten because it exists only in back issues of unexplored periodicals. American literary periodicals constitute not only an important underutilized resource but one which must be systemically developed if American literary scholarship is to avoid preciosity. The American canon cannot be complete until a more systematic search is carried out for "new" lost or forgotten works by known authors, and for "new" old authors who have been accidentally or mistakenly lost and forgotten. Research and study must be undertaken not just for major authors but also for neglected authors of merit. (Sixteen notes are included.) (RS)