Search

This article considers the way that intergenerational familial settings have functioned as counterspaces where deficit narratives are challenged and youth identities are affirmed. These counterspac...

This article discusses the role of play and imagination in three urban settings: an ELA classroom, a community organization grounded in civic participation, and a digital learning lab in a library ...

Ocean warming is increasing the incidence, scale, and severity of global-scale coral bleaching and mortality, culminating in the third global coral bleaching event that occurred during record marine heatwaves of 2014-2017. While local effects of these events have been widely reported, the global implications remain unknown. Analysis of 15,066 reef surveys during 2014-2017 revealed that 80% of surveyed reefs experienced significant coral bleaching and 35% experienced significant coral mortality. The global extent of significant coral bleaching and mortality was assessed by extrapolating results from reef surveys using comprehensive remote-sensing data of regional heat stress. This model predicted that 51% of the world’s coral reefs suffered significant bleaching and 15% significant mortality, surpassing damage from any prior global bleaching event. These observations demonstrate that global warming’s widespread damage to coral reefs is accelerating and underscores the threat anthropogenic climate change poses for the irreversible transformation of these essential ecosystems.

Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.

Social connection and physical activity (PA) are essential health behaviors necessary for young adults to thrive. The majority of college students in the United States are not meeting PA recommendations and simultaneously report concerning rates of loneliness, depression, anxiety, and fatigue; all factors that contribute to poor psychological well-being and reduce students’ abilities to sustain academic success. These mental and physical health indicators have only worsened due to the stress, isolation, and uncertainty experienced during the COVID-19 pandemic. Fitness Buddies (FB) is a free peer-led PA program designed to combat loneliness, stress, anxiety, depression, and low PA, by providing students the opportunity to connect with one another through PA. FB participants are matched with a peer leader for weekly PA sessions based on activity interests and schedules. The FB program model shifts the focus of traditional PA programs, from prescribing and monitoring PA duration, intensity and modalities, to supporting psychological well-being through satisfaction of the three basic psychological needs of competence, autonomy, and relatedness within peer PA-based relationships. In the first pilot phase of implementation, students reported improved situational affect, to include reduced stress and anxiety, following participation in the FB program for one academic semester. Participants also reported the development of quality peer relationships and a sense of belonging to the campus community, both of which had previously been lacking. The FB program model is an innovative and cost-efficient strategy to supporting college students’ psychological well-being and long-term success.

Contents: B. Street, Foreword. Preface and Acknowledgements. C. Lewis, P. Enciso, E. Moje, Introduction: Reframing Sociocultural Research on Literacy. Part I: Rethinking Conceptual Frameworks. E.B. Moje, C. Lewis, Examining Opportunities to Learn Literacy: The Role of Critical Sociocultural Literacy Research. P. Enciso, Narrations of History and Transformation in Sociocultural Theories. R. Rogers, C. Fuller, 'As If You Heard It From Your Momma': Reconstructing Histories of Participation With Literacy Education in an Adult Education Class. K.D. Gutierrez, Commentary. Part II: Rethinking Knowledge and Representation. M.F. Orellana, Moving Words and Moving Worlds: The Challenges of Being "In the Middle". J. Guerra, Out of the Valley: Transcultural Repositioning as Rhetorical Practice in Research. B. Fecho, S. Meacham, Research Sites as Transactional Spaces. L. Moll, E. Rubenstein-Avila, Commentary.

This chapter illustrates, through the analysis of one small bit of classroom transcript, that critical sociocultural perspectives may be the only available tools for demonstrating how children’s opportunities to learn are both supported and constrained by the role of power in everyday interactions of students and teachers and by the systems and structures that shape the institution of schooling. It begins with a theoretical discussion of some central constructs in work: learning, identity, agency, and power. Learning is motivated, as G. Kress argued, by a need to understand something, whether an act, a word, a sensory experience. Learning, however, also leaves a residue; it makes a mark on the participant. Power is a complicated and challenging construct, precisely because the working of power in people’s learning lives is often neglected or is relegated to a position of outside agent acting on the subject.

In this Insights column, four authors address the question: Given current and potential shifts in education policy, what should literacy educators keep in mind to move forward with exceptional literacy research and practices? Majors and Lewis urge white scholars to reach out to scholars of color in learning how to generate counter-arguments that speak back to alternative facts. Tierney encourages the field to learn from scholars who are engaged in community based participatory research and activism, especially those who are engaged as allies with groups of people who are indigenous, marginalized, transnational, and cross-cultural. Beach calls on the field to consider research that examines implementation of the Common Core State Standards, such as argumentative writing and translanguaging.

In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue inquiry, cultural critique, and social action. In this review, we pay particular attention to literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.

The Programme de recherche en demographie historique (Historical Demography Research Programme) (PRDH), founded in 1966 and based at the Departement de Demographie of the Universite de Montreal, has since its inception featured a central project, a family reconstitution database of Quebec’s Catholic population from 1621 to 1799 named the Registre de la population du Quebec ancien (Population Register of Historic Quebec) (RPQA). This article, which marks the fiftieth anniversary of the project, explores the development of the RPQA over the five decades in the context of similar international databases, explains the current state of the database as well as our record linkage methodology, describes an important collaboration now underway to build a larger Quebec historical data infrastructure, outlines new and renewed international collaborations, and summarizes research conducted using these data as well as future research possibilities. The particular geographic context, historical development and ...

This article focuses on the meaning and practice of publicly engaged scholarship. The authors use examples of research in partnership with communities to demonstrate what it means to be with or in a community, how mutuality can be established, and how trust can be earned. The article addresses how university-based researchers can be fully present in shared work with communities and stand with community partners in an effort to answer questions together. The first author discusses the idea of teaching as a form of publicly engaged scholarship that is community-centric, collaborative, humanizing, and guided by equity and justice. The second author discusses what it means to “stand” with community in the fight for justice and argues that we need to rethink what counts as knowledge production when working authentically alongside community instead of at or for them. The third author considers what it means to take seriously children’s ideas and perspectives as we imagine new possibilities for literacy, learning, equity, and diversity in local and global community spaces. The fourth author concludes with a discussion of issues raised and features of community-engaged literacy research evident across all examples.

Gaps between users’ and designers’ mental models of digital libraries often result in adverse user experiences. This article details an exploratory user research study at a large, predominantly online university serving non-traditional distance education students with the goal of understanding these gaps. Using qualitative data, librarians created personas and mental models focused on users' perceptions and obstacles in using a digital library and conducting research. The findings provided insight into the research habits and challenges of library users, thus allowing the library to make evidence-based decisions about designing digital learning objects and the library website.

This research is an ethnographic case study of a book group focusing on the reading and teaching of multicultural literature in a rural, predominately white, middle school setting. We examine how participants co-constructed teacher identities through the parallel narratives they created about themselves and their students. We discovered that the socio-historical models of teaching circulating in the group were taken up, recontextualized, and contested according to local notions of the ideal female teacher, particularly as inculcators of middle-class values. Despite efforts to challenge limiting identity constructions of teacher and student through creating more liberatory narratives, participants struggled to imagine a pedagogy that interrupted their stable notions of teaching and selfhood. We found that the choices about what literature to read with students and how to engage with them in critical conversations about that literature were implicated in the possible teacher selves one could enact in the cl...

In studies of learning, emotion is understood as an expression of affect separate from the mind and in need of discipline rather than constructed through language, culture, and power. This study focuses on emotion in a diverse urban classroom and explores, instead, how emotive interactions in a race-related discussion were mediated by texts, talk, and histories of participation. We theorize emotion as action linked to language and identity, and argue that emotion, when viewed as mediated action, offers a broader critical literacy. This critical literacy is deeply related to how students and teachers, as social actors, mobilize emotion to transform texts and signs, acts that are widely understood to be central to sociocultural and social semiotic concepts of learning, but are otherwise veiled in English classrooms.

My husband is determined that we don't give away all the rituals. --Kitty McEaddy, mother of five Charleston debutantes I don't know what people would do without deb season. --Margaret Lee McEaddy, one of the five [ILLUSTRATION OMITTED] The grand staircase fronting the South Carolina Historical Society in Charleston leads to large, wooden, locked double doors and instructions to ring the bell for service. The summons brings a face between the doors and, in a moment that recalls the Wizard's brushing off Dorothy through a similar aperture, the question "May I help you?" faintly discourages a reply. Inside, other assistants hustle to retrieve documents from the unseen depths where archives are stored. I pay my five-dollar non-member's fee and ask to see any documents pertaining to the St. Cecilia Society, a Charleston musical society established in 1762, which became, sometime in the nineteenth century, perhaps the most exclusive and mysterious of all debutante societies in America. My wait is brief. A smiling assistant, having warmed to my curiosity, has unearthed a scrapbook belonging to a Miss Mary de Merrell of 129 Tradd Street, Charleston. As I respectfully leaf through the fragile pages that chronicle Miss de Merrell's coming out on 23 December 1943, I find a newspaper photo of her and her cohort of seventeen debs, dated 9 January 1944, posed elegantly for the occasion. Mary de Merrell has penciled an arrow above herself, atop which she has written "me." At last, I have burrowed through layers of secrecy to the private record of one war-time St. Cecilia debutante--an excavation that, just moments before and over long months, I'd thought was impossible. Mary Pinckney de Merrell Brady obviously prepared this scrapbook for archival purposes, having inscribed her married name and address in the front, dated June 1999, and having added notes throughout in the same hand, with the same pen. A newspaper photo of eleven mothers--nearly all hatted and in fox furs--records their meeting in early November 1943 about the upcoming festivities. Yet the reportage is everywhere inflected with personal touches. Lined notebook pages with contact phone numbers for the other debutantes and for such helpful people as "caterers" also list "presents given me," including flowers ("mums") and jewelry ("chain topax [sic] necklace"). Mostly, there are traces of parties, parties, parties! Hand-written and printed invitations line the rag pages, each bearing Mary's note that it was "answered." Every newspaper clipping dutifully reports who attended the punch bowl at whose residence. Mary kept a list of days and nights already reserved for parties, a list of what she wore to each party, and a list of her dates, as well as their heights ("I was 5' 7" barefoot!" she inserts). Next to one of those dates, Lt. Ned Brady, she has added, parenthetically, "whom I married!" Here, before me, are both infectious girlish excitement over a brimming social life and twilight nostalgia for days gone by. It is the single glimpse into the inner world of St. Cecilia that, as an outsider, I have been able to catch. Like a number of women who didn't themselves debut, I'm intrigued by women who have. Growing up in Ohio, I was never aware of debutante societies, although I partook in sororities, which thrived in my high school and at my university. Later, as a graduate student in the Ivy League, I encountered some of the same elitist separatism that characterizes contemporary debutante society. Today, still no stranger to exclusivity, I teach at a highly selective private college given to occasional bouts of self-ascribed superiority. In the case of schools, selectivity can be defended at least partly on the basis of merit. But what leads contemporary women to draw firm social boundaries, protected by the rites of a sorority or the rituals of coming out, for the sole apparent reason of inviting some people in and excluding others? …

In this paper, we argue that emotion in English classrooms is a mediated action mobilized through discursive and material practices that transform texts and signs. We first provide an overview of the current state of English as a secondary school subject in the United States to provide a context for our work on emotion within a critical literacy framework. Next, we theorize emotion as mediated action rather than as an internal psycho-physiological state. Finally, we offer an example of how emotion was mobilized in a racially and ethnically diverse classroom that focused on documentary film analysis and production in ways that constrained and enabled particular ideologies, identities, and opportunities for learners. We argue that personal growth models of English focus on the right and tasteful kind of affect (or feeling) and mask the ideological roots of language which emotion – when we cease to police it – has the potential to illuminate.

I. In Room 34, at the far reaches of Washington, DC'S National Gallery of Art, hangs Bartolome Esteban Murillo's painting Two Women at a Window, dating from the mid-seventeenth century (fig. 1). As spectators in the room come and go, this painting attracts the notice of observers more frequently, sooner, and for a longer time than do the other eight paintings in the small space. The reason is clear: the two women at the window look directly at viewers, engaging their eyes. The younger woman, a beauty, rests her cheek on her hand, her off-shoulder gown revealing soft, milky flesh. She appears welcoming. The older woman, by contrast, is swathed in her generous mantilla, which she holds up over her face, just below her eyes. The two figures, the one leaning forward virtually into the spectator's space and the other, standing behind her so as to draw the spectator into the painting's space, illustrate much about how parallel instances of women at windows work in early modern English drama. In both cases, women framed by windows involve their audience in moral dilemmas, moral questions, or moral concerns. Just who Murillo's women are underscores this point. Are they chaperone and charge, procuress and prostitute? How innocent or enticing is that girl's smile? Does the older woman's pose arouse or discourage interest? Is her shawl a means of flirtation or a socially polite cover for her smile? All such interpretations have been advanced; none has been thoroughly substantiated. (1) The framing device of the window raises additional questions. What occurs on the other side of the window, which the viewer sees only as black background? Are the women confined within the building or free to come and go? If they are confined, how do they feel? Is their apparent contentment put on for their audience's benefit? How much choice do they enjoy? [FIGURE 1 OMITTED] Murillo's painting is but one of many in the period centered on the image of one or two women at a window. Surely the most influential in its day was Rembrandt's Young Girl Leaning on a Window-Sill or, alternatively, Girl at a Window, dated 1645 and housed now in London's Dulwich Gallery (fig.2). Poised in the liminal space between indoors and outdoors, private and public, Rembrandt's girl captivates her audience in a manner that art historian Gorel Cavalli-Bjorkman says derives from earlier Renaissance portraiture: The face-to-face exchange makes each participant simultaneously the beholder and the beheld. The sitters adopt self-conscious poses that are oriented toward being seen. The experience of viewing appears to be mutual and shared, and consequently the surface of the image confuses, rather than upholds, the division between inside and outside the frame, and complicates the parallel distinction between I and thou. (emphasis mine) (2) Neither decidedly innocent nor sexual, the girl, according to art historian Ann Sumner, has been identified variously as "a relative of Rembrandt, a servant and even a prostitute" (3) However obscure her identity, it matters. As the title of Cavalli-Bjorkman's article on the painting indicates, she is in "A Dialogue with the Beholder": who she is determines, in a sense, who her beholder is. The less certain her character seems, the less certain becomes the viewer's relationship to her and, by extension, the viewer's own character. Rembrandt painted other women at windows--for example, The Kitchen Maid (1651)--and inspired many other artists, both in his lifetime and long after, to do so. (4) Another girl at a window, dated 1654 and rendered by an unidentified follower of Rembrandt, changes slightly the dynamic between subject and spectator because the young woman is looking askance, rather than directly at the audience (fig. 3). (5) Still, as in the earlier Girl at a Window, questions abound here as to her thoughts, motives, and power. What is she contemplating or looking at? …

This article focuses on representations of youth identity and culture that circulated in a long-term teacher and researcher study group. These representations are important to examine because the way that teachers of adolescents envision their students' identities and cultures relative to that of other adolescents is fundamental to how they interact with their students, choose texts to share with them, and raise issues relevant to them. Related to youth identity and culture, two patterns emerged from the data: participants universalized adolescence, and participants constructed adolescents as “Other.” Over time, however, participants began to examine the ways that they encoded youth identities. This involved disrupting normalizing discourses and challenging established ways of reading. Both were important to understanding how language works to encode or normalize particular representations of youth and how language can be used to revise these codes.

In this chapter, the authors theorize emotion as action mediated by language and other signs and argue that emotion has consequences for learners as it constrains and enables identity production and opportunities to learn. In particular, Lewis and Crampton apply the theories and methods of mediated discourse—discourse in action—to explain how they can be methodologically useful in the study of emotions in learning. This work foregrounds action in social spaces and provides a lens through which to understand the meaning of signs/tools in practice. Particularly important is the concept of linkage across space-time scales that include the histories of participation and practices within and outside the context where the mediated action occurs. Examples from a secondary English/Language Arts class focused on media production and analysis are used to illustrate the methodological implications of the theory of emotion developed in the chapter.

Background Embolic protection devices are used during carotid artery stenting procedures to reduce risk of distal embolization. Although this is a standard procedural recommendation, no studies have shown superiority of these devices over unprotected stenting procedures. Objective To assess the periprocedural outcome and durability of carotid artery stenting without embolic protection devices and poststent angioplasty. Methods We performed a retrospective chart review of 174 carotid angioplasty stent procedures performed at our institution. One hundred sixty-six patients underwent angioplasty and stenting without distal protection devices or poststent angioplasty. Complications related to stenting, including procedural complications, postoperative stroke and/or myocardial infarction, and stent restenosis were analyzed. Results One hundred thirty-five stents (78%) were performed in symptomatic patients, whereas 22% of stents were placed for asymptomatic internal carotid artery stenosis. The degree of stenosis was 80% or greater in 75% of patients and 90% or greater in 55% of patients. Following the stenting procedure, the 24-hour and 30-day rate of transient ischemic attack, intracranial hemorrhage, or ischemic stroke was 0. Three (2%) patients had a perioperative, non-ST elevation myocardial infarction. Five patients (2.8%) required treatment for restenosis (>50% stenosis from baseline), 1 of which was symptomatic. Conclusion Our data show that carotid artery stenting without the use of embolic protection devices and without postangioplasty stenting, in experienced hands, can be performed safely. Furthermore, this technique does not result in a higher degree of in-stent restenosis than series in which poststenting angioplasty is performed.

This study examined the functions of Instant Messaging (IM) among seven youths who regularly used this digital technology in their daily lives. Grounded in theories of literacy as a social and semiotic practice, this research asked what functions IM served in participants' lives and how their social identities shaped and were shaped by this form of digital literacy. To answer these questions, we conducted interviews and videotaped IM sessions, adapting a verbal reporting procedure to document the IM strategies used. Data analysis involved using qualitative coding procedures informed by grounded theory (Strauss, 1987; Strauss & Corbin, 1990), which led to three patterns related to the functions of IM: language use, social networks, and surveillance. On the level of language use, participants manipulated the tone, voice, word choice, and subject matter of their messages to fit their communication needs, negotiating multiple narratives in the process. On the level of social networks, they designed their practice to enhance social relationships and statuses across contexts. And on the level of surveillance, they circulated texts across buddies, combated unwanted messages, assumed alternative identities, and overcame restrictions to their online communication. These functions revealed that the technological and social affordances of IM, particularly related to patterns of circulation and the hybrid nature of textuality, give rise to a performative and multivoiced social subject. Based on our findings, we discuss new conceptual directions for envisioning the teaching and learning of literacy in digitally mediated times. Este estudio examino la funciones de la tecnologia de los mensajes instantaneos (IM) entre siete jovenes que usaban regularmente esta tecnologia en su vida cotidiana. Sobre la base de las teorias de la alfabetizacion como una practica social y semiotica, esta investigacion se pregunto que funciones cumplia IM en las vidas de los participantes y como su identidad social conformaba y era conformada por esta forma de alfabetizacion digital. Para responder a estas preguntas, condujimos entrevistas y grabamos en video sesiones de IM, adaptando un protocolo de registro verbal para documentar las estrategias de IM usadas. El analisis de los datos incluyo procedimientos de codificacion cualitativa basados en la teoria fundamentada (“grounded theory,” Strauss, 1987; Strauss & Corbin, 1990) que condujo a tres patrones relacionados con las funciones de IM: uso del lenguaje, redes sociales y vigilancia. En cuanto al uso del lenguaje, los participantes manipularon el tono, la voz, la eleccion de palabras y el tema de los mensajes para satisfacer sus necesidades comunicativas, negociando narrativas multiples en el proceso. En el plano de las redes sociales, disenaron su practica para promover relaciones sociales y estatus en los distintos contextos. Finalmente en el nivel de la vigilancia, hicieron circular textos entre amigos, deshecharon mensajes no deseados, asumieron identidades alternativas y superaron restricciones a la comunicacion online? Estas funciones revelaron que los recursos tecnologicos y sociales de IM, relacionados particularmente a patrones de circulacion, asi como la naturaleza hibrida de la textualidad, dan lugar a un sujeto social performativo y con diversas voces. Basados en nuestros hallazgos, discutimos nuevas direcciones conceptuales para concebir la ensenanza y el aprendizaje de la alfabetizacion en los tiempos mediados por la digitalizacion. Diese Studie untersuchte die Funktionen von Instant Messaging (IM) unter sieben Jugendlichen, die regelmasig diese digitale Technologie in ihrem taglichen Leben benutzten. Fundiert in Theorien der Schreib- und Leseausbildung als soziale und semiotische Praxis, befragte diese Forschung welche Funktionen IM dem Leben der Teilnehmer diente und wie sich durch diese Form des digitalen Schreibens und Lesens ihre sozialen Identitaten gestalteten und sie gepragt wurden. Um diese Fragen zu beantworten, fuhrten wir Interviews und Videoaufzeichnungen der IM Treffen durch, indem wir eine mundliche Berichterstattung zum Dokumentieren der angewandten IM Strategien festlegten. Die Datenanalyse umfaste die Anwendung qualitativer Kodierungsprozesse, instruiert durch grundlegende Theorien (Strauss, 1987, Strauss & Corbin, 1990), welche zu drei Verhaltensmustern bezogen auf die Funktionen von IM fuhrten: Sprachgebrauch, soziale Verknupfungen, sowie Kontrollubersicht. Auf der Ebene der Sprachanwendung manipulierten die Teilnehmer Ton, Stimme, Wortwahl und Thema ihrer Mitteilungen in Anpassung ihrer Kommunikationsbedurfnisse, in deren Verlauf sie vielschichtige Schilderungen umsetzten. Sie gestalteten ihre Verhaltensweisen auf der Ebene sozialer Verknupfungen zur Festigung sozialer Beziehungen und Statusverbesserungen quer durch die Kontexte. Und im Bereich der Kontrollubersicht verbreiteten sie Texte untereinander zwischen Freunden, bekampften unerwunschte Mitteilungen, nahmen altenative Identitaten an und uberwanden Einschrankungen ihrer Online-Kommunikation. Diese Funktionen ergaben, das die technologischen und sozialen Moglichkeiten von IM, besonders bezogen auf Verbreitungsmuster und der Zwitterart in der Textualisierung, auf einen leistungssteigernden und vielstimmigen sozialen Inhalt schliesen lassen. Basiernd auf unsere Erkenntnisse, diskutieren wir neu konzipierte Richtlinien fur zukunftiges Unterrichten und Erlernen des Schreibens und Lesens in digital-mediabezogenen Zeiten. Cette etude porte sur les fonctions de la messagerie instantanee (MI) chez sept jeunes qui utilisent regulierement cette technologie numerique dans leur vie de tous les jours. Cette recherche, qui repose sur les theories de la litteratie en tant que pratique sociale et semiotique, interroge les fonctions de la MI dans la vie des participants et la facon dont leur identite sociale faconne et est faconnee par cette forme de litteratie numerique. Pour repondre a ces questions, nous avons conduit des entretiens et videoscope des sequences de MI, en adaptant une procedure de rapport verbal pour avoir des informations sur les strategies de MI utilisees. L'analyse des donnees comportait l'utilisation de procedures de codage qualitatif reposant sur les theories de reference (Strauss, 1987; Strauss & Corbin, 1990), ce qui a fait apparaitre trois patrons lies aux fonctions de la MI: l'utilisation du langage, les reseaux sociaux, et la surveillance. Au niveau de l'utilisation du langage, les participants manipulent le ton, la voix, le choix des mots et le contenu de leurs messages pour s'adapter a leurs besoins de communication, en negociant des histoires multiples dans ce processus. Au niveau des reseaux sociaux, ils organisent leurs pratiques de sorte a ameliorer leurs relations et leurs positions sociales selon le contexte. Et, au niveau de la surveillance, ils font circuler des textes entre copains, combattent les messages indesirables, assument des identites alternatives, et viennent a bout des restrictions relatives a leur communication directe. Ces fonctions revelent que les apports technologiques et sociaux de la MI, lies particulierement aux patrons de circulation et a la nature hybride de la textualite, donnent naissance a un sujet social performant et pluriel. A partir de ces resultats, nous discutons de nouvelles directions conceptuelles pour envisager l'enseignement et l'apprentissage de la litteratie en ce temps de mediation numerique.

Background and Purpose The term ‘spinal neuropathic pain’ has been coined to describe the chronic neuropathic pain that results when spinal nerve roots are aggravated by scar tissue. (It is different from the pain of spinal cord injury.) Such patients have longstanding back and radicular pain (nerve root pain, predominantly in the limbs) caused by scar or inflammatory tissue around the nerve roots. The pathology of such patients' pain means that special consideration needs to be given to the fact that such adhesions compromise nerve biomechanics and that movement generates additional pain. Patients with such spinal neuropathic pain often do not do well from conventional physiotherapy. Exacerbation (flare-up) frequently follows the exercise routines in common practice. Method Individual patient experience was collected from an internet support group, and the results were tabulated. Results All patients considered stretching, flexing and strenuous exercise to be harmful. A few reported that gentle exercise with instruction not to cause pain was beneficial. Some patients received advice not to do physiotherapy once they had been diagnosed with arachnoiditis. Conclusions The treatment of patients with spinal neuropathic pain warrants special consideration as far as physiotherapy is concerned: patients should only be prescribed gentle, individually tailored exercise. It is hoped the present small study will promote understanding and the development of better therapy. Copyright © 2004 Whurr Publishers Ltd.

(2001). Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 175-183.

This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and societal ideologies and the micro level by professional affiliations and identities. In analyzing data, we used qualitative coding procedures to arrive at key and illustrative events. These events were then analyzed using the tools of discourse analysis, which helped us to focus on the ideological underpinnings of the discourse. Our analyses revealed that as participants attempted to engage with the literature and bond with one another, we enacted personal, professional and group affiliations that served to sustain particular norms of whiteness even as we attempted to...

We show how coauthor, Delainia Haug, and her students use Web 2.0 technologies in educational and empowering ways. We offer an account of Delainia's purposes for her curriculum, along with units of study and students' responses to this curriculum. We argue that the curriculum, which focused on media analysis and production, engaged students—many of whom had no access to computers outside school—because it paired digital tools with intellectual challenge, hard work, interactions with community members, and a space for students to represent their identities and demonstrate competence. Initial findings from the study suggest that rigor and engagement in this urban English classroom were inextricably tied to a curriculum that actively involved students in the production of knowledge through complex literacy tasks and invited emotional investment and immersion, rather than analytic distance, in relationship to texts. نبين كيف المؤلفة المشتركة دلينيا هاوغ وطلابها يستخدمون تقنيات وب 2.0 في طرق تعليمية وتمكينية. لذا نقدم قصة أغراض منهاج دلينيا الدراسي فضلا عن وحدات الدراسة وردود أفعال الطلاب تجاه هذا المنهاج الدراسي. ونحتج بأن المنهاج الدراسي الذي تركز على تحليل الوسائط وإنتاجها شغل الطلاب—كثيرين منهم لم يكن لديهم سبيل إلى حواسيب خارج المدرسة—لأنه جمع الأدوات الرقمية بالتحدي الذهني وبالعمل الجاد وبالتفاعلات مع أفراد المجتمع وموقع للطلاب كي يمثلوا هوياتهم ويظهروا كفاءتهم. وتقترح النتائج الأولى من الدراسة أن الالتزام والانشغال في غرفة صف اللغة الأنجليزية المدنية هذه كانا يربطان بمنهاج دراسي ربطا جوهريا أدخل الطلاب في إنتاج المعرفة من خلال واجبات تعلم القراءة والكتابة المعقدة ودعا للانغماس والاستثمار العاطفيين بدلا من المسافة التحليلية في علاقتهم بالنصوص. 本文报告有关第二作者Delaninia Haug与她的学生如何把环球信息网Web 2.0的科技用作教育及赋权用途，并阐述她的课程目的、学习单元及她的学生对该课程的回应。本文认为该课程聚焦于媒体分析及媒体制作，能令学生投入学习(这些学生大部分都没有机会在校外使用电脑)，这是由于该课程把数码工具与智力挑战、苦干、社区成员之间的互动及给予学生表现自我身份认同与证明自我能力的空间套在一起。初步研究结果显示，在这个城市英语教室中所出现的严谨教学及学生的投入学习，是与该课程息息相关的。该课程的设计，能令学生通过复杂的读写习作去积极参与知识的建构，并且能唤起学生对文本的感情投入，融入其中，而却不是要学生与文本保持分析性的距离。 Nous montrons comment un coauteur, Delainia Haug, et ses eleves utilisent les technologies du Web 2.0 de facon pedagogique et plus puissante. Nous faisons un compte rendu des buts poursuivis par son programme, ainsi que des unites etudiees et des reactions des eleves a ce programme. Nous pensons que ce programme, qui est centre sur la production et l'analyse des medias, mobilise les eleves - dont la plupart n'ont pas acces a un ordinateur en dehors de l'ecole - du fait qu'il associe des outils numeriques a des defis intellectuels, un travail exigeant, des interactions avec des membres de leur communaute, et un espace qui permet aux etudiants de presenter leur identite et de faire la demonstration de leurs competences. Les premiers resultats de cette etude laissent penser que la rigueur et l'investissement de cette classe d'anglais de milieu defavorise sont inextricablement lies a un programme qui incite les eleves a etre actifs dans la production des connaissances au moyen de tâches de litteratie complexes, et a un investissement emotionnel et a une immersion, plutot qu'a une distance analytique dans la relation avec les textes. В статье описано, как один из соавторов, Делэйния Хог, и ее ученики используют сеть 2.0 в образовательных целях, что открывает перед ними самые разнообразные возможности. Подробно характеризуются задачи, которые учитель ставит перед собой в контексте определенного учебного плана, а также конкретные учебные блоки и реакция учащихся на этот учебный план. Авторы утверждают, что учебный план, посвященный анализу средств массовой информации и производству новостей, интересен для учеников, многие из которых не имеют доступа к компьютеру вне школы, поскольку соединяет цифровые технологии с интеллектуальным вызовом, требует от школьников упорной работы и социального взаимодействия, помогает каждому ученику проявиться личностно и продемонстрировать свою компетентность. Первые же результаты исследования подтверждают, что в городской школе для детей из малообеспеченных семей учитель родного языка должен не только проявлять строгость, но и уметь заинтересовать учеников. Для этого необходим учебный план, который заставляет учащихся конструировать новое знание, решая достаточно сложные, связанные с грамотностью задачи, требующие эмоциональных затрат и глубокой включенности в учебный процесс, а не аналитического дистанцирования от текста. Mostramos como la coautora, Delainia Haug, y sus estudiantes usan las tecnologias de Web 2.0 para educarse y sentirse capacitados. Se presenta el razonamiento trasel curriculo de Delainia, al igual que unidades de estudio y las reacciones de los estudiantes al curriculo. Sostenemos que el curriculo, enfocado en el analisis y la produccion de los medios de comunicacion, logro interesar a los estudiantes—muchos de los cuales no tenian acceso a computadoras fuera de la escuela—porque juntaba herramientas digitales con retos intelectuales, mucho trabajo fuerte, interaccion con miembros de la comunidad, y un espacio en el que los estudiantes podian representar sus identidades y demostrar su capacidad. Resultados iniciales del estudio sugieren que el rigor y el interes en este salon de clase urbano de ingles estaban inextricablemente atados a un curriculo que involucraba activamente a los estudiantes en la creacion de conocimiento por medio de tareas complejas de competencias y que los invitaba a dedicarse y absorberse emocionalmente, en vez de mantener una distancia analitica, al texto.

In this article, I argue that the most common use of reader-response theory in the classroom is misguided in its emphasis on personal response and identification. After reconsidering the meaning of the “aesthetic stance” as defined in the work of Louise Rosenblatt, I discuss the social and political nature of readers, texts, and contexts. I include two examples of teachers talking about a work of children's literature to illustrate that when a text is about characters whose cultures and life worlds are very different from the reader's, disrupting the reader's inclination to identify with the text can heighten the reader's self consciousness and text consciousness. This stance should not be viewed as less aesthetic than a more direct or immediate relationship between reader and text. Finally, I argue for a broader view of what aesthetic reading can mean, one that addresses the social and political dimensions of texts and invites students to take pleasure in both the personal and the critical.