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Technological advancements in the transportation sector have enabled new mobility solutions. Mobility as a Service (MaaS) is one such example that represents the integration of information technology-enabled apps with transport modes to provide door-to-door and affordable transport options to substitute private cars. Research in transportation is growing in focus on MaaS, and so are commercial MaaS products in various developed countries across the world. This study employs the systematic quantitative literature review approach to select scientific research articles on MaaS published to date and proposes a nested ecosystem framework involving actors, infrastructure, value, and customers. The ecosystem framework presented in this review provides valuable guidance to both transport sector academics and practitioners, highlighting the challenges involved in the successful deployment of MaaS schemes. In the end, this review provides future research directions to expand knowledge on MaaS to answer questions in the wake of fast-growing transport technology and global mobility patterns., Author(s): Muhammad Abid Saleem (corresponding author) [1]; Fouzia Yasmin [2]; Hina Ismail [3]; David Low [2]; Hanan Afzal [4] 1. Introduction Growing environmental problems have sparked the need to innovate [...]

This article documents the design and implementation of a culturally responsive critical media literacies curriculum centered around media representations of the Dakota Access Pipeline (DAPL). Students (grades 6-8) were invited to discuss media imagery relating to DAPL and to create memes reflecting their understandings. To situate this work, we articulate a framework that blends critical media literacies and culturally responsive and sustaining pedagogy. We analyze students' spoken and multimodal responses to a curriculum that purposefully foregrounded Native perspectives and digital media. Ultimately, we argue that students must be invited to leverage their epistemic privilege in responding to contemporary social issues.

The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.

In this article we highlight analyses conducted in two qualitative literacy studies to discuss various implications of a blended, or hybrid, approach to multimodal analysis. By investigating several prominent frameworks commonly used together for the purpose of analyzing multimodal data, and describing our own experiences blending these frameworks, we determine that a hybrid approach is not necessarily ineffective at producing data interpretations, but that it is insufficiently reflexive of the role researcher positionality plays in multimodal analysis. We conclude the article by offering recommendations for supplementing hybrid analytical approaches through data co-construction and increased attention to researcher positionality.

We use a multi-dimensional identity theory to examine how children's picturebooks present discourses about what mathematics is and what doing mathematics means. In our critical content analysis of twenty-four picturebooks, we found four recurring hidden messages that frame mathematical ability as preternatural; as having a magic eye; as doing calculations accurately and quickly; and as associated with social awkwardness. We explore the repercussions of such messages for learners at the earliest stages of their mathematical identity development. Ultimately, we argue that even stories that reject regressive stereotypes about gender and race may still reinforce other stereotypes that require critical examination.

A number of literacy theorists have worked to describe what is new and different about youth enactments of literacy in the digital age. In doing so, many invoke "digital dichotomies," or oppositional framings meant to differentiate among various enactments of literacy (i.e. digital vs. analog, online vs. offline, out-of-school vs. in-school). We argue that digital dichotomies do not adequately convey the creativity, permeability, messiness, and movement of youth literacies in practice. In this article we employ a transliteracies framework to examine youths' textual production and identity mediation across physical and virtual domains. Focusing on two telling cases of student participation in affinity spaces (one dedicated to manga, the other skateboarding), we find that adolescents traverse spaces and employ tools with creative and agentive fluidity to participate in transliterate affinity communities. Youth do not consider tools and spaces to be dichotomous or determinative of their literate engagements. We encourage researchers and educators to move beyond using dichotomies to theorize literate phenomena in the digital age. Identity and youth culture are anything but static and neither should be the lenses researchers use to study them.

Given the growing interest and representation of superheroes in comics and other media, we are interested in the ways young people read superhero texts and how those readings influence their conceptualisations of gender within and outside educational spaces. In this article we explore students' responses to (re)presentations of gender in superhero texts (which include graphic novels, comic books, films, YouTube, and more), and examine how they reproduce and/or challenge assumptions about gender identity. This ethnographic study focuses on six seventh-graders across a school year in the United States. Our findings suggest that (1) students employ superhero texts as a multimedia resource for inquiring into gender, (2) superhero texts contribute to students' complex and evolving understandings of gender, and (3) students both critique and reify gender ideologies that are surfaced through their transactions with comics and related media.

Background: Ocular Ischemic Syndrome (OIS) is a rare, vision threatening condition associated with severe carotid artery disease. There are few cases of OIS reported in the literature. Methods: We present the case of a 54-year-old male with history of multiple previous carotid interventions including a right carotid stent, who presented with right-sided OIS. Results: CTA and angiogram showed a severe calcific plaque causing restenosis of the right carotid stent, with a patent right internal carotid artery (ICA) in the very distal neck. The right common carotid artery (CCA) was patent but diseased with ulcerated plaque extending proximally to below the level of the clavicle. The left CCA was chronically occluded from its origin all the way to the bifurcation. Given our patient's surgical history, the imperative to revascularize the ipsilateral carotid, and a diffusely diseased ipsilateral CCA, he was successfully treated with an ipsilateral subclavian to internal carotid bypass. Conclusion: There is paucity of data regarding the best approach for carotid revascularization in OIS. This case report discusses our unique perioperative decision making as well as relevant literature. [ABSTRACT FROM AUTHOR]

In this article, we examine how children ages 8 to 10 characterized the audiences of digital videos they made in school. Children's perceptions of their viewers reflected, and in many cases complicated, current theorizing about the vast potential audiences of digital texts. Our analysis of videos and interview data surfaces several findings pertaining to how children characterized their audiences. Children discussed their desire to inform viewers, their deliberate choices about language use vis-à-vis their viewers, ways they predicted and steered audience emotions, and the affective dimensions of sharing one's video with different audiences. These findings suggest that educators and researchers ought to foreground issues of addressivity when theorizing the question of audience for children's digital products. They also raise questions concerning authentic audience in an age of increasing concern about children's safety and security in online worlds.