Halverson, R., Kallio, J., Hackett, S., & Halverson, E. (2016). Participatory Culture as a Model for How NewMedia Technologies Can Change Public Schools (WCER Working Paper No. 2016-7). Retrieved fromUniversity of Wisconsin–Madison, Wisconsin Center for Education Research website:http://www.wcer.wisc.edu/publications/working-papers/Participatory Culture as a Model for How NewMedia Technologies Can Change Public Schools

How has technology shifted your teaching approach?

In your work with teaching one-shots, what felt flexible and within your power to adapt or change? What felt like it was stuck or couldn’t be changed?

How do you personally gauge the success of your instruction?

Optional: How much is the one-shot about delivering content vs. forming a relationship?

Leadership needs to recognize our labor and provide avenues for support and professional development. Change has to also happen at an institutional level.

As noted by all of this study’s interviewees, the one-shot model works best when it is the beginning of an ongoing partnership with students and faculty, who maintain that connection in various ways after the session has concluded, including following up for research consultations and project collaborations.

As reiterated by our interview sample, without measurable standards for success beyond numbers, the qualitative outcomes and preparation involved in library instruction are undervalued, thereby reducing both students and instructors to transactional variables.

All interviewees noted that local protocols for assessing library instruction consider the quantity of students reached, but not the content of instructional interactions, pedagogies used, or preparation on the part of the librarian. One interviewee reflected on definitions of “value” relative to library instruction, noting that “narrow and quantitative definition[s] of value” equate—and indeed reduce—success with numbers.

“I could tell the class was distracted, but didn’t want to cancel the class and risk the relationship with the faculty member. It was hard to get myself and the class to care about scholarly publishing when history was being made.”

These power dynamics between librarians and faculty often lead to misconceptions of librarians as inferior members of the teaching community. One interviewee stressed that in libraries we have to think about the power dynamic from an institutional view of the library and how we’re seen as a service and faculty are seen as “the academia.”

On the positive side, many participants mentioned that they had great collaborations with their faculty and felt they had agency to be creative with their library instruction practices, at least to some degree. A majority of the interviewees were still beholden to the one-shot model but found ways to be creative within this structure. An early-career librarian said that, within the sessions and time she is allotted, she felt she was able to tease out what students are looking for. She didn’t feel instructors said “no you can’t do that.” As long as the librarian centered the assignment, instructors were flexible about what was covered.

“A lot of my instructional work required pushing back and questioning, and that was only possible as a result of multiple privileges: title-based, identity-based, and a level of job security that is only afforded to ‘full’ librarians.

Adopting language about the shared understanding between librarians and instructors can be effective, especially when applied in the form of a contract or agreement between the two parties.

However, in some cases, the reputation of the one-shot was inferred to be dynamic and constitutive where session expectations were co-created by the librarian and the instructors whose classrooms received the one-shot. Our data showed that this also was dependent on the institution and the positionality of the librarian.

Additionally, collaboration styles are often dependent on organizational culture.

Acculturation to the one-shot mindset can begin early in the professionalization process. The one-shot is often introduced through library coursework and through the onboarding processes in professional and preprofessional positions.

These early experiences with library instruction that interviewees described as rote and depersonalized were also the foundation for early professional experiences where interviewees were expected to deliver this instruction themselves in this same style.

She connects the neoliberalization of time and productivity as a significant challenge to deep engagement and critical thinking. This aligns with how the one-shot model is upheld as a neoliberal instruction model, which is much more focused on skills such as database searching or call number recognition than critically engaging with resources.

Historically, the practice of library instruction was shaped to meet the rising information needs of university students but always as a supplement to the students’ curriculum, not originally developed to stand on its own as a course. Through this historical understanding, we can see how the one-shot model was established.

how they might be reimagined to promote equitable, reflective teaching and learning experiences.

the authors decided to use critical self-reflections to develop a set of questions. Critical self-reflection is an underused approach to assessment practices and provides a humanist lens through which librarians may think about their labor.

For many, this model is ubiquitous, unavoidable, and something they may never be able to move past. Those who do ask questions, either related to pedagogy or workload, often find themselves facing challenging power dynamics, including resistance from colleagues, supervisors, and teaching faculty.

Favre 4 Hope, whose mission statement says it pr

Screencasts enable teachers to create a digital recording of any instructional activity performed on a computer screen,1 and they can be used as learning resources, learning tasks, and learning support.2

Contemporary Trans* and Nonbinary Authors to Read TODAY

Holy shit, being an ally isn’t about me!

This is not about you.

It is the recognition of this dynamic interaction in the meaning-making process between people and media that positions the viewer as one with potential agency.

 The new quiz tool is the new quizzing engine that will replace the current quiz tool. Please review the following pages for details on timeline,  features comparisons and how to use the new quiz tool.

the book that helped launch the environmental movement.

Instead I am providing recorded lectures. These are chunked into mini videos that usually range from one to five minutes. In total, the amount of material is much more concise; often 30 minutes total.

I learned about Dirt when an editor at a feminist magazine invited me to review it.

This debate was - and remains - profoundly important in efforts to make sense of Walker's work within the broad contexts of American and African- American art and culture. It forms an entire chapter of the first full monograph dedicated to Walker, Gwendolyn DuBois Shaw's Seeing the Unspeakable (2

Viewing this art is enraging because, to be sure, there are people here viewing it in ignorance.

At the same time, she materialized the ostentatious architecture of racial arrogance, using not only scale but also color (the sphinx’s whiteness) while exposing the flimsiness of its core (Styrofoam blocks). As she has done throughout her career, Walker deployed aesthetic form to expose the myths that shore up ideology and to draw out otherwise obscured relations of power.

Camp is an expression of queer identity, but it is not synonymous with it. To be sure, camp is a term that often avoids definitional fixity, but I understand camp as a queer social practice that utilises humour, theatricality, and incongruity to undermine hegemonic social categories.

Just the titles of Colescott's canvases—Les demoiselles d'Alabama: Vestidas (1985), Eat Dem Taters (1975), George Washington Carver Crossing the Delaware (1975)—illustrate his commitment to using racial metamorphosis to approach classics of Western painting by Picasso, Van Gogh, and Emmanuel Leutze. Whereas Colescott situates himself self-consciously in the history of painting, the story quilts of Ringgold, as well as the comics of the creators of Truth, convince me that future scholars of narrative need to attend to the incursion of pictorial elements in recent racechanging fictional productions that bridge or abrogate the division between elite and popular forms.

What you might not know is that we have long had a name for what started this all: “disruptive innovation.”

Twitter posts reflect users’ beliefs in their own expertise. They reflect learners’ beliefs and judgements about everything from the course material to course andcontent structure themselves. Although correlation is clear in this relationship, the causal direction is not –perhaps more confident learners express themselves more on Twitter, rather than Twitter’s platform being de facto more empowering.

EdX postscreated by participantsof the “Engagement in a Time of Polarization” MOOC exhibiteda relatively low level of the constructed knowledge reproductionmeasure. Comparatively speaking, comments and interactions on the EdX platform also lacked theapplied use of course terms and concepts. Conversely, Twitter posts seemed to reflectusers’ eagernessto share newly acquired knowledge with a large potential audience. In the area of knowledge reproduction, this distinction between platforms is significant.

Educational attainment informationfor all MOOC participantswas recorded for 62% of users; with 15% having obtained a PhD, 42% havingearned a Master’s, 24%a Bachelor’s, and 6% reporting high school or some college completed. Just over 13% were users who were under 25, who therefore were considered still on their educational trajectories.

he average learner age of those responding to this question was 42, with a standard deviation of 14.7 years.

Due to this difference, studies of participant “completion” may be less significant than other markers of participation within a course. We chose instead to focus our investigation of the course’s effectiveneness on whether and how learners engaged in different platforms, rather than on whether they completed specific components of the content.

In contrast to more hierarchically-oriented models of education, connectivist learning spaces are characterized by the core emphasis on connections and knowledge created among participants (Milligan, Littlejohn, & Margaryan, 2013).

Users interacting on Twitter askedand answeredmore questions, utilizedmore of the course knowledge, networkedcourse information to external sources, and engagedmore often as experts and agents in their learning than they didwhen interacting on EdX.

Our research findings suggest that, even after estimating the effects of learner age, gender and educational background on measures of participatory learning, the platform of engagement significantly predicts participatory interaction content

Diversify your syllabus and curriculum Digress from the cannonDecentre knowledge and knowledge productionDevalue hierarchiesDisinvest from citational power structures Diminish some voices and opinions in meetings, while magnifying others

Especially sloppy if you have not read the seminal Tuck and Yang article which asks you to not use decolonizing as a metaphor.

I have started to see the complexity inherent in how decolonizing has been co-opted from a vibrant and critical engagement to an academic buzzword. This was recently bought home to me when I saw a student wearing a rather colourful t-shirt with a ‘Decolonize the …” typed in boldface in the front.

Within this space I see the hard work of resistance from individuals and groups, but also the dogged structural underpinnings of academia. Between the individual struggles and systematic dogma, is the troubling paradigm where academic structures and powers co-opt the struggles as their own – but contribute little to the cause. Over the years, I have seen academia do this co-optation and rebrand itself but not genuinely willing to do the hard work required to imagine a better academia.

It detonated the power and labor dynamics that whisper networks reinforce. Information, once privileged to a select few, became decentralized and accessible to all. And the problem of sexual harassment no longer belonged solely to women to filter and share.

The list was F.T.B.T. — for them, by them — meaning, by white women about their experiences with the white men who made up a majority of the names on it. Despite my working in New York media for 10 years, it was my first “whisper” of any kind, a realization that felt almost as hurtful as reading the acts described on the list itself.

and Lego, which doesn’t make any non-plastic products, is looking into plant-based plastics for its production lines.

In 2015, a group led by the University of Georgia environmental engineer Jenna Jambeck estimated that somewhere between 4.8m and 12.7m tonnes of plastic was entering the ocean each year, a number they expected to double by 2025.

“At Lego we want to make a positive impact on the world around us, and are working hard to make great play products for children using sustainable materials” said Tim Brooks, vice-president of environmental responsibility at the Lego Group. “This is a great first step in our ambitious commitment of making all Lego bricks using sustainable materials.”

Canvas and take advantage of the many virtual opportunities for engagement between instructors and students.

But if I’m Mark Zuckerberg, I probably have a whole go trunk ready, and I’m consulting with Alfred and Jeeves about the best routes for driving the prepper RV straight out of Dodge.

Sleep affects almost every type of tissue and system in the body, from the brain and heart to the immune system and mood.

Her students at Piñon High School, many of whom struggled with substance abuse and mental illness, took to it immediately. They wrote poems in response, on native pride, addiction, self-acceptance and suicide attempts.

Issues of tradition vs. egalitarianism in U.S. English are at root political issues and can be effectively addressed only in what this article hereby terms a "Democratic Spirit." A Democratic Spirit is one that combines rigor and humility, i.e., passionate conviction plus sedulous respect for the convictions of others.

6. Conclusion

In the case of #BlackPantherSoLIT, community momentum around these types of Dozens tweets and their inclusion of escalating in-community references created a fandom of Blackness itself, alongside a fandom for Black Panther. So, when the film finally premiered, it felt to me like a culmination of community labor and shared enthusiasm. It felt like we helped make it.

As the imagery of the word viral suggests, viral web content is made popular due to rapid sharing between users and their networks. Web content can spread even further, even faster when shared by websites and blogs with large readerships. Within days of #BlackPantherSoLIT's creation, sites and blogs like Nerd Reactor, Mic, Collider, The Source, and HipHopWired published articles about the hashtag and its popularity, often with live, embedded tweets in their posts.

Connecting signifyin' to Black Twitter, Florini says, "Signifyin' serves as an interactional framework that allows Black Twitter users to align themselves with Black oral traditions, to index Black cultural practices, to enact Black subjectivities, and to communicate shared knowledge and experiences" (224).

Narrative extraction is the work of finding, creating, and translating identification—and meaning—when one is not represented. For the purposes of this article, I am focusing on this concept as it relates to Black fan consumption and labor.

The hashtag quickly went viral on Black Twitter, a term I'm using here to refer to both the digital community of Black Twitter users and the ecosystem of content created and circulated by and for Black Twitter users. Clicking hashtags allows users on Twitter to view related tweets by other users and, in some cases, track ongoing and/or trending conversations. Black Twitter's tweets leading up to the movie expanded the basic conversation-linking functionality of the social media hashtag by creatively integrating additional content in their hashtagged tweets. Examples of this additional content include images, GIFs, video clips, and in-community references.

Abstract

First there’s the Twitter bio and the headshot. The headshot is an original photo — a reverse image search here doesn’t turn up Maisy, but it doesn’t turn up anyone else — it’s less likely to be a stolen photo.

foundered, so did the earning power of the American middle class. And as inequality increased, so did political polarization, cynicism, and anger, threatening to undermine American democracy itself. This article appears in the July 2019 issue. Support 162 years of independent journalism. Starting at only $39.50. View more stories from the issue. Subscribe Taken with this story line, I embraced education as both a philanthropic cause and a civic mission. I co-founded the League of Education Voters, a nonprofit dedicated to improving public education. I joined Bill Gates, Alice Walton, and Paul Allen in giving more than $1 million each to an effort to pass a ballot measure that established Washington State’s first charter schools. All told, I have devoted countless hours and millions of dollars to the simple idea that if we improved our schools—if we modernized our curricula and our teaching methods, substantially increased school funding, rooted out bad teachers, and opened enough charter schools—American children, especially those in low-income and working-class communities, would start learning again. Graduation rates and wages would increase, poverty and inequality would decrease, and public commitment to democracy would be restored. More by Nick Hanauer Stock Buybacks Are Killing the American Economy Nick Hanauer 'Middle-Out' Economics: Why the Right's Supply-Side Dogma Is Wrong

This belief system, which I have come to think of as “educationism,” is grounded in a familiar story about cause and effect: Once upon a time, America created a public-education system that was the envy of the modern world. No nation produced more or better-educated high-school and college graduates, and thus the great American middle class was built.

Online edition (c) 2009 Cambridge UPDRAFT!©April 1, 2009 Cambridge University Press. Feedback welcome.11Boolean retrievalThe meaning of the terminformation retrievalcan be very broad. Just gettinga credit card out of your wallet so that you can type in the cardnumberis a form of information retrieval. However, as an academic field of study,information retrievalmight be defined thus:I NF O RMAT IONRET RI EVALInformation retrieval (IR) is finding material (usually documents) ofan unstructured nature (usually text) that satisfies an information needfrom within large collections (usually stored on computers).As defined in this way, information retrieval used to be an activity that onlya few people engaged in: reference librarians, paralegals,and similar pro-fessional searchers. Now the world has changed, and hundreds of millionsof people engage in information retrieval every day when they use a websearch engine or search their email.1Information retrieval is fast becomingthe dominant form of information access, overtaking traditional database-style searching (the sort that is going on when a clerk says toyou: “I’m sorry,I can only look up your order if you can give me your Order ID”).

Important for me is that Open Pedagogy is an extension of and not a replacement for didactical approaches a teacher can use. Under certain conditions e.g. a “lecture hall approach” can still be a good way to teach about a subject.

I would say open pedagogy is an ethos that has two major components: A belief in the potential of openness and sharing to improve learning A social justice orientation – caring about equity, with openness as one way to achieve this

Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

For example, constructivist pedagogy, connected learning, and critical digital pedagogy are all recognizable pedagogical strands that overlap with Open Pedagogy.

“Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.

As techno-sociologist Zeynep Tufekci has written, in a world where information is abundant, it is not information that is scarce but attention. With only so many hours in the day and countless media calling out to us—banners, social feeds, email, games, GIFs, emoji, memes—any communicator must contend with a barrage of options that draw people in.

The furor over Sacco’s tweet had become not just an ideological crusade against her perceived bigotry but also a form of idle entertainment.

Indeed, many writers have used the Rashomon Effect to tell stories from multiple first-person perspectives — leaving readers to determine whose record is most believable."

While the term “unreliable narrator” was first coined by literary critic Wayne C. Booth in his 1961 book, The Rhetoric of Fiction, it’s a literary device that writers have been putting to good use for much longer than the past 80 years.

r. While critics have duly noted the importance of Clamence's possession of the panel of the "Just Judges" stolen from Van Eyck's extraordinary masterpiece in the Cathedral of Bavon, Ghent, the relationship between The Fall and the entire altarpiece has been largely ignore

A better idea might be to do less thinking for yourself and more searching for yourself. When you see signs or memes asking you to search specific terms, realize that the person asking you to do that may be part of a community that has worked to flood the search results for that term with misinformation.

In English my name means hope. In Spanish it means too many letters.

THE ALCHEMIST PICKED UP A BOOK THAT SOMEONE IN THEcaravan had brought. Leafing through the pages, he found a story about Narcissus.

Wanting to say things

this is how to make a good medicine to throw away a child before it even becomes a child;

who would quickly describe herself as a liberal,

Thus, the naive Candide and his philosopher-master Pangloss get instructively caught up in the Lisbon earthquake, an event of such destructiveness – 30,000 dead – and of such philosophical and theological aftershock as to make 9/11 look like a minor incident. This disaster had occurred as recently as November 1755; while the Inquisition's response to the calamity, that of an auto-da-fé designed to prevent further earthquakes (the heretic-hunt sweeps up Candide and Pangloss) took place in June 1756.

This effect would have been emphasised by the novel's mode: that of the extreme satirical picaresque. It is not – does not try to be – a realistic novel on the level of plot: the narrative proceeds by means of incredible coincidences and enormous reversals of fortune; characters are left for dead, and then improbably revived a few pages later when the argument requires their recall. In this genre, the participants are even more subject than usual to the whims of the puppeteer-novelist, who requires them to be here to demonstrate this, and there to demonstrate that. They have opinions, and represent philosophical or practical responses to life's fortunes and misfortunes; but have little textured interiority.

ents. Woolf s meditations on art's ability to express life, present in Lily's painting (mother and child "reduced" to a purple shadow), but also in other analogies in the novel, are seen as incorporating Fry's theory of an art which does not "seek to imitate form, but to create form; not to imitate life, but to find an equivalent for lif

A culture of enlightenment is “almost inevitable” if only there is “freedom to make public use of one’s reason in all matters” (8:36).

Tumblr, in particular, is designed to facilitate the spread of content through its reblogging feature and as such, is a natural extension of the GIF phenomenon which is a file not only almost immediately divorced from its own specific provenance but from the very concept of provenance.

A portal known as the “Door of No Return,” leading to the slave ships, offered the forlorn captives a last glimpse of home, before they were sown to the wind and sold in the West. For nearly four centuries, this traffic continued, seeding the populations of the Caribbean, Brazil, Argentina, Mexico, and Central and North America, and draining societies of their prime populations while fomenting civil conflict among them in order to more effectively cull their people. On the high seas, the vessels jettisoned bodies in such terrible numbers that the poet Amiri Baraka once wrote, “At the bottom of the Atlantic Ocean there’s a railroad made of human bones.”

Women of color and poor women face a double bind in their historic unequal protection by, and justifiable suspicion of, the U.S. legal system.

Since I published this piece, so many people have begun to share their own, different, and equally important experiences; I wanted to bring together some of those perspectives (lightly edited for length and clarity) to keep the conversation going.