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Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

The humanities and social sciences (HSS) have recently witnessed an exponential growth in data-driven research. In response, attention has been afforded to datasets and accompanying data papers as outputs of the research and dissemination ecosystem. In 2015, two data journals dedicated to HSS disciplines appeared in this landscape: Journal of Open Humanities Data (JOHD) and Research Data Journal for the Humanities and Social Sciences (RDJ). In this paper, we analyse the state of the art in the landscape of data journals in HSS using JOHD and RDJ as exemplars by measuring performance and the deep impact of data-driven projects, including metrics (citation count; Altmetrics, views, downloads, tweets) of data papers in relation to associated research papers and the reuse of associated datasets. Our findings indicate: that data papers are published following the deposit of datasets in a repository and usually following research articles; that data papers have a positive impact on both the metrics of research papers associated with them and on data reuse; and that Twitter hashtags targeted at specific research campaigns can lead to increases in data papers’ views and downloads. HSS data papers improve the visibility of datasets they describe, support accompanying research articles, and add to transparency and the open research agenda.

While scholars have found that undergraduate involvement in research is beneficial, the lack of such experiences in the social sciences and humanities is glaring. This paper analyzes how an emphasis on community through cohort models impacts undergraduate student experience in research, taking from the Emerging Scholars Program, an interdisciplinary research program where cohorts of undergraduates are matched with faculty and attend meetings, workshops, and presentations together. We find that the cohort model created a robust community that fosters positive relationships that develop professional skills and emotional support, allowing students to collaborate and aim more toward their professional goals. The results from this study offer valuable insights into how universities can ensure that students have meaningful research experience beyond the classroom.

This paper replicates models developed by previous research to study the effects of graduate education on new graduates' initial employment in the Japanese labor market. If education is the best investment for an individual's economic success, then graduate degrees are expected to provide an individual with higher-earning job opportunities. Despite this reasonable economic premise, previous research showed that master's degrees in the humanities or social sciences in Japan have, in fact, a negative impact on obtaining initial employment compared to those with only a bachelor's degree in the humanities or social sciences. This previous research, however, could not overcome omitted variable bias because of data limitations. Omitted variable bias is a key problem for research on education; therefore, this study uses new longitudinal data to overcome omitted variable bias and clearly demonstrate the robustness of these earlier findings. The empirical results of this study corroborate earlier work, showing that master's degrees in the humanities or social sciences do not provide graduate students with an advantage in obtaining initial employment, after controlling for potential bias. At the same time, this study also confirms that natural science majors have a higher probability of obtaining initial employment in comparison with humanities or social science majors. In other words, this paper offers a valid replication of existing research. This shows that the Japanese labor market structure for graduate students has, in essence, remained the same since previous research was completed.

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.

In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey's epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an 'open question' that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.

The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.

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Out of East Asian languages which do not use the Latin alphabet, Japanese is a very complicated writing system that uses “kanji,” which are ideograms, and “kana,” which are phonetic characters. Most of the Japanese papers published so far using Journal Article Tag Suite (JATS) are science, technology, and medicine fields adapting horizontal writing systems, which are structurally consistent with English papers. Most of them only replace Latin letters with Japanese characters. In this presentation, we suggested method of presenting vertically oriented Japanese humanities articles in JATS XML. For vertical description of Chinese numeric, we would like to propose the introduction of an element which specifies description direction. Alternatively, could be used as a hidden command when creating a document. We propose the following notation in the part of the number that can be converted: 六五. Chinese numeric 六五 is a Arabic numeric 65. With this, it is shown that 六五 of Chinese numerals can be converted to 65 in Arabic numerals. For vertical text description with JATS, we would like to suggest adding @ writing-mode as an attribute to :. Furthermore, note and references should be differentiated for example, between a and a in the future. As Kanji are ideograms, there are variations that cannot be expressed with UTF-8. If these difficult Kanji are included in the JATS text, it will be necessary to decide on their description method. For the propagation of use of JATS XML for non-Latin characters articles, the structure of the document for example, vertical description, and special presentation should be considered more widely.

This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor's degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.

The inspiration for this collection of papers lies in a 2016 conversation with Miren Egana Goya, linguist and historian in Donostia--San Sebastian, in which she expressed the desire to tell [...]

Humanities and social sciences studies in Korea have remarkably low rates of co-authorship between professors and students. We chose a bibliometrics-based approach to characterize changes in the ratio of joint authorship between professors and students. Articles classified in the humanities and social sciences sectors that were published in journals registered in the Korean Citation Index during 2 phases over a 10-year period—2004 to 2006 (phase 1) and 2011 to 2013 (phase 2)—were used as the main source for the analysis. The study results can be summarized as follows: first, the overall number of co-authored articles drastically increased from phase 1 to phase 2; the percentage of co-authorship articles increased from 34.8% to 47.7%, and the percentage of co-authorship between students and professors rose from 9.9% to 20.7%. This trend was particularly noticeable in the social sciences, such as accounting, social welfare, and economics/business administration. Second, papers written by scholars from Seoul National University, Yonsei University, and Korea University were often published in high-impact factor journals. Among those articles, the rate of professor-student co-authorship increased by 21.6% for 7 years. Third, the increase in professor-student co-authored articles published in high- impact factor journals was even sharper. These findings indicate that perceptions of professor-student co-authorship have changed in the humanities and social sciences. In the near future, positive perceptions toward joint research and joint authorship between professors and students are expected to become more widespread.

A copy of a letter addressed 'to the right honourable Charles, Earle of Nottingham' is preserved in a manuscript collection in the library of Christ Church College, Oxford. (1) The [...]

The study deals with teaching Russian as a non-native language to Kazakh students from linguistic and cultural positions. The purpose of the study is to substantiate the efficiency of adapting the integrated technology of mastering a non-native language based on the psycholinguistic analysis of the basic values. As the research methods, the study employs the association experiment and Karaulov's matrix of the "semantic gestalt" along with the classic linguodidactic attitudes; based on these methods the study provides the commentary of the associative fields with the valuably marked incentives. Such material being used will promote the actual development of the basic ideological values with the students. The theoretical and experimental content of the paper testifies to the effectiveness of the integrative methods in teaching Russian as a non-native language. The materials of the Free Association Experiment are presented in the comparative commentary of the semantic gestalt stimulus "Azhe -- Grandmother"; the latter represents in the linguistic consciousness of Kazakhs and Russians the significance of the concept under study in the system of the basic human values in the lexical-semantic group "Kinship relations". The conclusion postulated in the paper is as follows: the heuristic potential of the complex usage of the psycholinguistic (associative) and linguodidactic innovations is included in the process of developing a non-native language. The results of the study allow speaking about the expediency and prospects of further integration of the selected material into the study of the humanities at school and university.

Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and 'impact' through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse 'impact' in teaching, requires a nuanced understanding of what 'impact' is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia's largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How 'impact' was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.

This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner. [This paper was presented at "Philosophical Issues in Education: A Symposium in Honour" of Dr. Robin Barrow, held at Simon Fraser University, Vancouver, B.C. on November 2, 2018.]

This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the notion that a scholarly approach to teaching integrates the understanding and demonstration of knowledge about teaching and necessitates a continuous learning process about teaching through reflection and through conducting research on teaching in the various disciplines. In particular, taking on board the domains of teaching knowledge which derived from the kinds of reflections on teaching (cf. Kreber & Cranton, 2000; Mezirow, 1991), instructional, pedagogical and curricular knowledge and continuous reflection at the level of content, process as well as premise, are represented in an integrative manner in our overarching program principles and pedagogical strategies. As we see, professionalization of doctoral students' teaching practice in higher education (cf. Lueddeke, 2003) is particularly important in the context of enhanced faculty mobility and internationalization. Therefore, this paper aims to contribute to the literature and practice on establishing academic development programs, especially in academic environments with low institutional support for teaching and lack of formal requirements for professional development.

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.

The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and-effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

A growing body of literature recognizes the importance of examining research article (RA) abstracts in particular disciplines. RA abstracts, after titles, are the first mini texts that readers may encounter in a scientific paper. Abstracts, therefore, determine the value of the paper and categorize them as good or vague. The present contrastive study aims to investigate the rhetorical organization of RA abstracts published in native and non-native English-speaking countries. It adopts Hyland's (2000) rhetorical structure model: introduction, purpose, method, product, and conclusion. A corpus of eighty RA abstracts written in the fields of humanities (education and sociology) and science (electronics and agronomy) and published in Ecuadorian and American journals between the periods of 2010-2016 constitutes the target data for the analysis. The results show rhetorical variation in the construction of RA abstracts across the four disciplines. These abstracts followed a non-hierarchical five move structure with three stable moves, as of M2, M3, and M4 sections. Research findings add to the claim that in academic writing, different discursive conventions and discourse community practices influence writers' preferred rhetoric and composing patterns.

The Australian Curriculum is a policy document that directly influences the lived realities of millions of students and teachers. However, navigating and understanding the Australian Curriculum can be confusing due to discipline-specific meta-language. This poses problems when attempting to access the Curriculum in research that extends beyond the Education discipline. In response, this paper proposes a novel model that facilitates the analysis of curriculum documents for those outside the Education discipline. To illustrate the method, the paper provides an example of how and where community gardens align with the content descriptions of the Australian Curriculum. A word frequency analysis suggests that community gardens are most closely aligned with the Humanities and Social Science's (HASS) and Health and Physical Education (HPE) learning areas. A word tree analysis thematically groups content descriptions and discusses how community gardens can support classroom implementation of both HASS and HPE. The method presented will benefit scholars outside the Education discipline who seek to engage with the curriculum. It also extends discussions surrounding how to best integrate gardens in schools.

To appropriately react to the swift development and changes of technologies these days, the need for creative teaching and learning has been increased. Making learners equip digital literacy of intelligent information has become necessary. This paper focused on three promising technologies that artificial intelligence humanities, forensic science, and digital therapeutics from intelligent information technology. We designed educational programs and applied the programs to 596 elementary and secondary school students in Korea. The objective of these programs was to promote the creativity of learners by using numerous techniques in thinking creatively and exploring newly emerging careers in the fields of intelligent information technology. To find out the educational effect, we tested the study's subjects for their satisfaction with education and their creativity. As a result of the study, the scores regarding the satisfaction of students engaged in the programs was high (M=4.18, SD=0.48), and the score on their creativity was also high (M=4.05, SD=0.38). These educational programs also showed high satisfaction and creativity scores regardless of school level. Accordingly, we suggest that the learning contents and concepts of intelligent information technology might be worthy of being applied across elementary and secondary school practices. From the result that the satisfaction, we found that it was necessary to improve quality of the artificial intelligence humanities program. Also, supplementary and advanced related activities are needed toward enhancing learner motivation and satisfaction.

Lindy Chamberlain is the victim of Australia's most notorious miscarriage of justice; in 1982 she was wrongly convicted of the murder of her baby daughter, Azaria. In the decades following her exoneration, Lindy Chamberlain-Creighton, as she is now known, came to an arrangement with the National Library of Australia to care for the papers she had accumulated as a result of her daughter's death and the legal processes that followed. This article examines the 'Chamberlain Papers' through the lens of materiality and scholarship associated with the 'archival turn' in the humanities, social sciences and information sciences. This approach affords an understanding of documents as objects, artefacts and technologies. Working materially with documents provides new opportunities for legal scholars to understand files, papers, recordkeeping and bureaucracy, and gives legal significance to papers created outside the law. [ABSTRACT FROM AUTHOR]

Digital heritage portal interfaces are generally similar to digital library and search engine interfaces in displaying search results as a list of brief metadata records. The knowledge organization and search result display of these systems are item-centric, with little support for identifying relationships between items. This paper proposes a knowledge graph system and visualization interface as a promising solution for digital heritage systems to support users in browsing related items, understanding the relationships between items, and synthesizing a narrative on an issue. The paper discusses design issues for the knowledge graph, graph database, and graph visualization, and offers recommendations based on the authors' experience in developing three knowledge graph systems for archive and digital humanities resources: the Zubir Said personal archive collection at the Nanyang Academy of Fine Arts, Singapore; Singapore Pioneers social network; and Polyglot Medicine knowledge graph of Asian traditional and herbal medicine. Lessons learned from a small user study are incorporated in the discussion. [ABSTRACT FROM AUTHOR]

In an attempt to survive in the highly competitive terrain of academic publications, Portuguese humanities and social science professors are increasingly giving up writing their papers in Portuguese, and, instead, they now opt to write in English, today's scientific default language. This paper aims to portray the current panorama of humanities and social sciences publications in Portugal, and focuses on the language choices and the process of academic writing of a group of Portuguese professors in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English. Results of this study indicate that Portuguese humanities and social sciences professors prefer to write in Portuguese, their own language, but for reasons associated with the need to achieve scientific visibility they use the English language when they submit their manuscripts for publication. Results further illustrate participants' major concerns while composing and revising their papers in Portuguese as well as in English.

This article aims to reveal the factors that affecting the impact of international collaboration papers in the field of social sciences and humanities. Based on resource-based theory and transaction cost theory, we analyzed the articles from a sample of 13,331 listed research papers come from the 42 world class universities in China using descriptive statistics, ordinary least square (OLS) regression, and came to the following conclusions: First, it is the quality rather than the quantity of international collaborator that affect the academic influence of the research outputs. Second, researchers from different backgrounds are conducive to improve the impact of research papers and the collaboration leading by Chinese university perform better. Yet, too much collaborators coming from different institutions would have an adverse impact, which may due to the increase cost of cooperation. Finally, collaborating researchers from developed countries or top universities will significantly improve the research performance because of the abundant resources behind them. Findings from this research suggest that setting up international collaboration should pay more attention to the level of the collaborator and consider the cost behind the whole process.

Current scientometric indexes do not encourage the linguistic diversity of sources cited in academic texts and researchers are not motivated to cite texts written in smaller languages. This diminishes the cultural diversity of the sources cited and limits the representation of small and indigenous cultures. This text proposes a scientometric measure designed to encourage the linguistic diversity of sources cited in articles, books, and papers. The Linguistic Diversity Index is based on two stipulations: (a) the more linguistically diverse the sources, the higher the score, and (b) the rarer the languages cited, the higher the score. If such a metric were used for the evaluation of social science and humanities journals, it would encourage the publication of papers that cite ideas from rarely represented cultural groups such as indigenous nations, ethnic groups from small countries, and other linguistic groups that have been omitted from mainstream scientific discourse. This might help to produce new research, which would help to improve the situation for these groups and create an epistemology that is more just to small cultural groups.

This paper explores the potential for using practice-based assessments in higher education in preparing humanities and social sciences specialists. The authors tested a set of innovative methodologies for practice-based summative assessment of the progress made in learning certain disciplines by students majoring in Law, International Law, and History and Archaeology at Sumy State University (Ukraine). To assess the effectiveness of practice-based assessments, the authors employed anonymous surveying, tested students' level of mastery of key theoretical concepts, and carried out a comparative analysis of the performance of students who took part in practice-based assessments and those who took exams in a traditional way. The conducted pedagogical experiment indicates the advisability of employing practice-based assessments as part of teaching humanities and social sciences disciplines. It revealed a significant increase in the level of preparation of students on subjects summative assessment around which was based on practical assignments. Having students train their practical skills can help them assimilate theoretical knowledge better and for a longer time and become more confident in their preparedness for their future profession. Practice-based assessments can also serve as a yardstick for gauging the effectiveness of instructors' teaching methods and stimulate the quest for new ways of teaching and learning that can help meet the needs of the labor market and the interests of students pursuing a higher education as much as possible.

The digital humanities (DH) remain a growing area of interest among researchers and a locus of new positions within libraries, especially academic libraries, as well as archives, museums, and cultural heritage organizations. In response to this demand, many programs that train information professionals have developed specific curricula around DH. This paper analyzes courses offered within two overlapping contexts: American Library Association (ALA) accredited programs and iSchools. In addition to documenting the scope and extent of DH courses in these settings, we also analyze their contents, relating our findings to previous research, including analysis of job ads and interviews with professionals.

This is a theoretical paper that addresses the challenge of educational access to the Humanities and Social Sciences. It plots a theoretical quest to develop an explicit pedagogy to give "disadvantaged" students in the Humanities ways of working successfully with texts. In doing so it draws on Bernstein, Moore and Maton's work to theorize the nature of knowledge in the Humanities, and also on Brandom's analysis of inferential reasoning. It uses elements of Systemic Functional Linguistics (SFL) to analyse student texts. The empirical work reported on here is work-in-progress and represents no more than an indication of the approach advocated. The approach is illustrated by examples from comprehension exercises designed to promote students' inferential reasoning. Selected findings are presented to illustrate the extent of the challenge entailed in facilitating access to Humanities texts. The paper concludes by suggesting that mastery of ways of working with texts in the Humanities entails attending to the acquisition of both recognition and realization rules for reading and writing.

This paper offers a medical-education perspective that I will hope complement other disciplinary perspectives in examining the value of reflection for learning in tertiary education. The paper outlines some of the theoretical strands of reflective practice facilitated in a unique course subject for professionalism and patient safety, within the new spiral curriculum at Leeds University School of Medicine. The material presented in this paper outlines some of what is delivered during the medical students' interactive sessions; this material is continually modified based on feedback from both students and learning facilitators. The paper discusses why both students and clinicians need to reflect, some of the theoretical dimensions and models and examples from the Leeds context of how reflective competence can be progressively developed over the course of an undergraduate program. The focus of the final section suggests directions for reflective practice in the future, where reflexivity takes the form of more collective endeavours requiring some change in culture and perceptions of professional identity. The paper concludes with the proposition that collaborative forms of reflection need to include more involvement of patients, interprofessional communities of practice and the use of learning from other disciplines; all of these require different levels of thinking and different ways of working.

This paper explores the dissemination of human rights through English language learning in Pakistan and builds on the knowledge that contributes to the development of democratic educational outcomes. Textbook discourses have long been the domain of critical linguistics; critical linguists understand textbook discourse primarily as a language in the context of schooling while the discourse analysts understand such discourses as systems of knowledge and ideology. The question of how the learners are expected to engage with the subject knowledge is explored from two theoretical perspectives: linguistic analyses are executed using tools such as choice of pronouns, mood, and modality from Systemic Functional Linguistics (Halliday et al., 2014), a social semiotic theory of language as a meaning potential, and reinterpreted according to the intercultural paradigm (Piller, 2010) to familiarize the ways interactants choose to build relations in the textbook narratives because in exploring interpersonal meanings it is very easy to focus on what is said and why. Additionally, the image analysis is done by representational analysis that of how images reflect ideologies (Kress & Van Leeuwen., 2006). The contributions of this study are of particular importance to make visible elements of interpersonal meaning-making which were explored in the context of cumulative knowledge building in humanities.

This article questions the use of the term 'siloed' to describe certain degrees or subjects in the Australian university curriculum. Education Minister Dan Tehan used the term as part of a justification of a re-set of funding priorities for university education from 2021 which he announced in June 2020. The Minister partly turned his argument on the floating of an impression that humanities degrees are 'siloed'. They or, more specifically, units within them, would become more expensive for students since 'job readiness' needs to be prioritised. The author analyses the term, its uses and applications to fields of knowledge, and concludes that such a term is neither accurate nor useful. He suggests that focusing on needs arising out of the COVID-19 pandemic might provide a less conflicted and future-oriented way of thinking about the problem rather than making superficial judgments of the merits of particular undergraduate degrees as a foundation for dictating education and education funding policy.

A number of new metrics based on social media platforms—grouped under the term “altmetrics”—have recently been introduced as potential indicators of research impact. Despite their current popularity, there is a lack of information regarding the determinants of these metrics. Using publication and citation data from 1.3 million papers published in 2012 and covered in Thomson Reuters’ Web of Science as well as social media counts from Altmetric.com, this paper analyses the main patterns of five social media metrics as a function of document characteristics (i.e., discipline, document type, title length, number of pages and references) and collaborative practices and compares them to patterns known for citations. Results show that the presence of papers on social media is low, with 21.5% of papers receiving at least one tweet, 4.7% being shared on Facebook, 1.9% mentioned on blogs, 0.8% found on Google+ and 0.7% discussed in mainstream media. By contrast, 66.8% of papers have received at least one citation. Our findings show that both citations and social media metrics increase with the extent of collaboration and the length of the references list. On the other hand, while editorials and news items are seldom cited, it is these types of document that are the most popular on Twitter. Similarly, while longer papers typically attract more citations, an opposite trend is seen on social media platforms. Finally, contrary to what is observed for citations, it is papers in the Social Sciences and humanities that are the most often found on social media platforms. On the whole, these findings suggest that factors driving social media and citations are different. Therefore, social media metrics cannot actually be seen as alternatives to citations; at most, they may function as complements to other type of indicators. [ABSTRACT FROM AUTHOR]

After centuries of dominance, literature has not been in a robust health for the last few decades. Several scholars have addressed the decline of literature in a number of books and articles attributing it to institutional and economic reasons. However, a major factor has not been taken into account. It is the larger audience who receives and absorbs literature. In this paper, I argue that the decline of literature emanates from the lack of appreciation of literature among the public who have deserted this field of humanity in the present days. I will investigate the causes of this desertion and explore its consequences in the field of literature. Through using a questionnaire, this paper looks and evaluates the experiences and perspectives of public. It is expected that the findings will contribute to literature to better understanding the decline.

Using poetry, role play, readers' theatre, and creative manipulations of space through yarn and paper weaving, a workshop in 2008 challenged one of educational development's more pervasive and least questioned notions ("constructive alignment" associated most often with the work of John Biggs). This paper describes the reasoning behind using humanities approaches specifically in this case and more generally in the Challenging Academic Development Collective's work, as well as problematising the notions of "experiment" and "results" by unarchiving and re-archiving such a nonce-event. The critical stakes in using an anti-empirical method are broached, and readers are encouraged to experience their own version of the emergent truths of such approaches by drawing their own conclusions.

One of the questions being asked in schools is the extent to which Geography can be considered a STEM (Science, Technology, Engineering, and Mathematics) subject. While such a question might be driven by those strategic opportunists seeking to elevate the status of the subject within the school's curriculum, or as a means of leveraging an increase in funding, it is a question worth serious attention. This paper argues that Geography has the potential to play an important role in advancing the objectives of STEM in the Australian educational context. In doing so, Geography's place within the humanities is in no way diminished. The humanities remain central to our understanding of the social world in which we live. It also provides important insights into the context within which science gains its significance and from which it draws its authority. Geography, given that it straddles both the physical and human sciences, can advance both the humanities and STEM.

A PhD combines experiential learning of the research process with socialisation into the research community. Studying a PhD is a highly individual experience with each student seeking and receiving different types of support from different agents. In this paper we investigate the experiences of four PhD students at a Humanities faculty at a Thai university through a series of interviews. To account for the unique nature of each student's experience, we use Individual Networks of Practice (INoPs) as the main method of analysis. The interviews were first analysed by adapting Sala-Bubaré and Castelló's (2016) model of socialisation, identifying the social agents and the content of the experience shared with each agent, and then constructing an INoP (Zappa-Hollman and Duff 2015) map to visually represent each student's social network. These INoPs served to guide a qualitative analysis of the salient issues in the interviews. The INoPs highlight the unique nature of each student's set of agents and experiences, but there are also commonalities across students showing that peers and faculty staff serve as key social agents.

This paper discovers the role of learner's needs analysis in English for academic purposes courses in higher education before designing any language curriculum. The research is essential as it can be used to support students to be aware of their motivation to learn and a basis for teachers in helping students improve their learning motivation. Students have either instrumental or integrative or both motivational orientations while studying EAP courses (locally called communicative English skills) for their present and target situation needs. Therefore, 308 first-year students (using systematic sampling) and 41 instructors (using census technique) from the Social Sciences and Humanities College in Wachemo University, Ethiopia, participated in the study. A mixed-methods research design was used to collect the data. Survey questionnaire and interview instruments were employed for data collection, analysis, and interpretation. The findings revealed that the students have instrumental and integrative orientations for learning English. However, instrumental motivation surpassed integrative motivation because most of the study participants thought that the students predominantly need English for practical reasons in the context of the present study than integrative orientations to pursue their academic courses at the university level. When the participants were asked about the students' reasons for learning English, they indicated many aspects related to instrumental and integrative motivation. For reasons related to instrumental motivation, students learn English because it is helpful in getting a good job in the future, studying or working abroad, and passing a test (an exam), while the students who are integratively motivated learn English because they like the language and the culture. Consequently, through thorough needs analysis, course designers and practitioners should identify learners' reasons for learning the EAP course before implementing the material in the EFL classroom.

Drawing on past and current scholarship on digitally mediated communication in language learning, this review article examines the evolution of identity research in computer-assisted language learning (CALL) from the 1990s to the present day. The article offers an in-depth overview of critical issues and topics associated with language learner identification in educational digital settings and non-institutionally situated online cultures. A chronological approach is followed, addressing three main historical periods broadly related to the major conceptual shifts in applied linguistics: early developments and the communicative turn (1995-2000), the social and intercultural turns (2000-2010), and the critical and multilingual turns (2010-2020). Thus, this paper seeks to link the research on digital identity in CALL to second language acquisition (SLA) theories and highlight key studies and their importance for the field and the shifting paradigm. The article concludes with a summary of newly emerging themes in digital identity studies and outlines new directions for research on language learner identity in digital spaces. Singling out identity research within the discipline of CALL as a historically evolving topic that reflects the ever-changing realms of the digital world contributes to strengthening interdisciplinary ties between broadly conceptualized digital humanities, digital humanistic pedagogies, and computer-assisted language learning sciences.

This paper explores the transformative power of digital humanities in teaching family history online to large cohorts of Australian domestic students. It takes as a case study a unit developed specifically for students to learn about how to research their convict ancestors' lives and how to situate their ancestors' lived experiences within relevant wider contexts. Its focus is twofold. The convergence of rapidly expanding digital repositories and databases of family history-related information and increasingly sophisticated online teaching platforms and how this has facilitated a shift from face-to-face to fully online learning and teaching is examined. The ways in which this transformative change was engineered through the unit design, delivery, and evaluative processes are then canvassed. The case study demonstrates how, with thoughtful, well-structured, and innovative approaches to design and by adopting a bespoke delivery model for online delivery, students can readily learn to access and engage critically with extensive online resources and can be equipped with the digital tools to use these optimally and to their satisfaction.