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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 paper proposes a didactic design that is centered around an immersive, multilinear narrative in virtual reality as a means of illustrating human life on the edge of technological singularity. It explores the potential of narrative scenarios to trigger a discourse from users' perspective. Affective Computing is taken as a use case. It is a subfield of AI that focuses on identifying, understanding, and appropriately responding to human emotions. Its goal is to create more personalized and emotionally engaging human-machine interactions. To explore what life might be like if an emotionally intelligent AI became our best friend, a multilinear scenario was created. This scenario takes the reader through different stages of the protagonist's life, starting from the first day of secondary school and ending with the loss of a loved one in midlife. The systematic approach to create and validate the multilinear interactive scenario is described and the results of an experiment with 164 participants are presented. The ultimate goal is the application of this approach for educational purposes regarding ethical thinking and responsible innovations. [For the full proceedings, see ED636095.]

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]

Literary sociology is a multifaceted process of analyzing texts. It moves beyond traditional literary criticism to incorporate such varied approaches as: appreciating literary schemata; textual analysis; seeking form, sound, and content regularities; examining the lasting values of the work; and contemplating the reader's own authentic life-world and experience. This paper seeks to provide a literary sociology about growing up Turkish in light of the contents of five works of recent fiction. The titles of the books (with English translation) are: "Korku'nun Bedeli" (The Price of Fear), Ibrahim Ulvi Yavuz, 1983; "Aile Savaslari" (Family Struggles), Bekir Yildiz, 1984; "Yalcin Nereye Kosuyor?..." (Where's Yalcin Running?), Emin Colasan, 1985; "Koca Ren" (Great Rhine), Fakir Baykurt, 1986; and "Geriye Donenler" (Those Who Go Back), Gulten Dayioglu, 1986. A central theme running throughout these works is the cultural conflicts of growing up Turkish. These conflicts take on three dimensions: a fundamental clash between adhering to traditional Islam or adopting modern Turkish behavior; the tension in the socio-political arena between ideologies of the right and left; and the struggle of Turkish guest workers in West Germany and other European countries between the rural Anatolian root values of the older generation and the European values of their children. According to the five books, the 1980s were turbulent times for Turkish youth. Economic fluctuations at home and abroad as well as changing dynamics in the relationships between today's Turkish parents and their children were among the sources of upheaval. Two charts and two figures supplement the text and an 11-item bibliography is included. (DB)

These papers on reading research in the socialist countries were delivered at a conference held in Budapest, Hungary, in October of 1974. Included are the text of the introductory address and papers on the following topics: (1) the library and society; (2) the library as it relates to students, teachers, and engineers; (3) the role and effectiveness of the library; (4) the reading of non-fiction; and (5) the reading and reception of literature. (EMH)

The possible use of fiction about colleges as part of the study of higher education is considered, based on analysis of 80 student-centered college novels written by authors who attended the depicted colleges. The novels used colleges as either the subject matter or setting. Three criticisms of the idea of using fiction are discussed, including the argument that novels are not intended necessarily to provide accuracy or facts and would be a dubious source of information about colleges and universities. Positive ways that college novels can be used are also addressed. It is suggested that college novels are an art form that projects distinctive images of undergraduate life. Specific novels that focus on college athletics and fraternities and sororities are briefly described as examples. Novels can also serve as sources of information about the impact of college on students and on how alumni perceive the college experience. College novels can also be informative about customs, rituals, jargon, and fashions within the American campus. It is suggested that fiction can provide an alternative or supplement to other sources of information about the college experience. (SW)

Authors and titles of the 15 papers in this volume are as follows: "A Follow-up Study of Vocational Education Graduates from the Ohio Central School System during Fiscal Year 1979" (Earl R. Schaeffer, Theodore P. Shannon); "Legal and Policy Dimensions of Functional Illiteracy among Post-Secondary Inmate Students" (Paul Moke, Jarrell Holloway); "Post-Secondary Correctional Education Programs: The Nature and Benefit of Higher Education for Adult Inmate-Students in the United States" (Ken Peak); "The Higher Educator Immersed in Correctional Basic Education" (Roderick R. Rolston); "Approaches to Teaching Remedial Reading Skills to the Adult Learner" (Herman Lee); "Scissors for Prisoners--Implementing a Professional Certification Program in a Correctional Setting" (Bruce Hobler);"Correctional Education's Bottom Line" (Douglas H. Jones, Charles J. Murray, A. Gregory Norcott); "Microprocessors as Educators' Partners" (M. G. Neithercutt, B. G. Carmichael); "Special Education Teachers in a Correctional Setting: Facing the Challenge" (Bruce I. Wolford, John Platt); "An Inventory for Identifying Aggressive Emotionally Disturbed Incarcerated Youth" (Ronald E. Fritsch); "Psychopathic Behavior and Issues of Treatment" (Robert J. Smith); "Inmate Social Systems versus Correctional Treatment Programs: The Paradox of Their Coexistence" (Paul M. Sharp, Barry W. Hancock); "The Criminal as Hero in American Fiction" (Teresa Godwin Phelps); "Forgotten People: Elderly Inmates and Examination of Inmate Profile, Needs, and Program Recommendations" (Gennaro F. Vito, Deborah G. Wilson); and "Sentence Structure of College and Non-College Inmates" (Gilda Moss Haber). (SK)

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)

Historically, the Black Church was culturally responsive to the needs of their community. In order to meet the needs of African American adult learners, the church had to assume many roles one of which was that of educator. Like many informal institutions of learning, the Black Church has been overlooked as a site for adult education research. Ten sermons of African-American preachers were analyzed to identify culturally relevant themes and their applicability for use in adult education classrooms. These five themes that relate to different aspects of African American life were revealed: (1) self-ethnic personalities/experiences; (2) self-ethnic social experiences; (3) self-ethnic psycho-cultural; (4) Africentric affirmations; and (5) self-ethnic metaphors. These conclusions were drawn from the thematic analyses: (1) African American sermons can provide adult educators with culturally relevant names that reflect self-ethnic personalities with which learners can identify; (2) negative self-ethnic social and psycho-cultural experiences of learners can be mitigated by educators made more aware; and (3) the polyrhythmic cadence of African-American sermons grow out of an oral tradition; and (4) affirmation themes are one way to mitigate against negative self-image. (A glossary of the five themes is included. The bibliography lists 27 references). (AJ)

High school students writing research papers face the problem of finding audiences for their work, especially today when the consensus is that any kind of good writing requires some hypothetical audience or reader. Unless students are in a composition class where they write to someone special, they have difficulty grasping the idea of audience. Discussing the opening lines of Hemingway's "A Farewell to Arms" helps students grasp the idea that Hemingway creates his readers along with his story. To make the transition from Hemingway's fiction to their own research projects, students need to study contemporary nonfiction to see how these writers create audiences. Choices abound for good nonfiction, among them John Madson's "Where the Sky Began: Land of the Tallgrass Prairie," or"Telling Lives: The Biographer's Art" and "A Distant Mirror: The Calamitous 14th Century," by Barbara Tuchman. For other students, audiences can be created through the use of "The Journal of Popular Culture." Students can assume they are writing their paper to be "published." By finding an appropriate audience, students can write lively, informative papers. (HOD)