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1 year ago

dee: #alert ----- Social Semiotics - informaworld new issue alert -- Social Semiotics: Volume 21 Issue 3 (http://www.informaworld.com/openurl?genre=issue&issn=1035-0330&volume=21&issue=3&uno_jumptype=alert&uno_alerttype=new_issue_alert,email) is now available online at informaworld (http://www.informaworld.com). ------- This new issue contains the following articles: RESEARCH ARTICLE The semiotics of religious space in Second Life®, Pages 337 - 357 Author: Massimo Leone DOI: 10.1080/10350330.2011.564385 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=337&uno_jumptype=alert&uno_alerttype=new_issue_alert,email Analysing multimodality in an interactive digital environment: software as a meta-semiotic tool, Pages 359 - 380 Authors: Bradley A. Smith; Sabine Tan; Alexey Podlasov; Kay L. O'Halloran DOI: 10.1080/10350330.2011.564386 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=359&uno_jumptype=alert&uno_alerttype=new_issue_alert,email Social action, dialogism and the imaginary community: toward a dialogical critique of political economy, Pages 381 - 398 Author: David Gleicher DOI: 10.1080/10350330.2011.564387 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=381&uno_jumptype=alert&uno_alerttype=new_issue_alert,email Towards a universal language of the built environment, Pages 399 - 416 Authors: Qi Wang; Tim Heath DOI: 10.1080/10350330.2011.564389 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=399&uno_jumptype=alert&uno_alerttype=new_issue_alert,email Ground zero – the semiotics of the boundary line, Pages 417 - 434 Author: Angus Cameron DOI: 10.1080/10350330.2011.564391 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=417&uno_jumptype=alert&uno_alerttype=new_issue_alert,email The aesthetic public sphere and the transformation of criticism, Pages 435 - 453 Author: Jonathan Roberge DOI: 10.1080/10350330.2011.564393 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=435&uno_jumptype=alert&uno_alerttype=new_issue_alert,email Book reviews BOOK REVIEWS, Pages 455 - 459 Authors: Maria Giannacopoulos; Rakesh Kaushal DOI: 10.1080/10350330.2011.564394 Link: http://www.informaworld.com/openurl?genre=article&issn=1035-0330&volume=21&issue=3&spage=455&uno_jumptype=alert&uno_alerttype=new_issue_alert,email Should you wish to stop receiving these emails or update which email alerts you receive, please go to: http://www.informaworld.com/alerting

#alert ——- Social Semiotics - informaworld new issue alert — Social Semiotics: Volume 21 Issue 3 (…

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1 year ago

dee: #Marx #socialclass ----- Brett Caraway Audience labor in the new media environment: A Marxian revisiting of the audience commodity Media, Culture & Society July 2011 33: 693-708, doi:10.1177/0163443711404463 ----- Abstract The contemporary dynamics of mass communication necessitate a reassessment of the received notions of audience labor. To that end this article revisits Dallas Smythe’s seminal audience commodity theory through the lens of a two-sided class analysis. A number of his key conceptualizations are critiqued including audience power, audience measurement, media content as a free lunch, audiences as a non-durable producer’s good, the disappearance of labor power, and the revisionist history of capitalist development . At each point in the critique the contributions of various political economists who have revised and extended Smythe’s work are highlighted. The critique serves to underscore the contributions and limitations of the theory as its extension into the new media landscape is reconsidered. audiences audience commodity Dallas Smythe Marxism media economics new media ----- http://mcs.sagepub.com/content/33/5/693.abstract?etoc

#Marx #socialclass ——- Brett Caraway Audience labor in the new media environment: A Marxian revisiting of the audience commodity Media, Culture & Society July 2011 33: 693-708,…

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1 year ago

dee: #plagiarism ----- From Nick Carbone posted to WPA-L _The New Inquiry_, "The History of Dialogue: Other People’s Papers" This is a dialogue between Teach, an adjunct philosophy instructor at a public university in New York, and Cheat, who has authored over 100 papers for pay. http://thenewinquiry.com/post/6797940267/the-history-of-dialogue-other-peoples-papers

#plagiarism ——- From Nick Carbone posted to WPA-L _The New Inquiry_, “The History of Dialogue: Other People’s Papers” This is a dialogue between Teach, an adjunct philosophy instructor at a…

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1 year ago

dee: #presence #avatars ----- Dear Colleagues, Just a quick self-promotional email to say that my new book, 'Ethnographies of the Videogame', is now out in print with Ashgate! For those of us who have been arguing that a longitudinal analysis of videogames is needed for game studies, and those of us interested in the lived and embodied engagements with (new) media - here is a starting point (hopefully!) best wishes, Helen Thornham promotional blurb below: Now available from Ashgate Publishing... Ethnographies of the Videogame: Gender, Narrative and Praxis Helen Thornham, City University London, UK ‘Helen Thornham’s excellent exploration of video gaming decisively shifts the terrain of game studies. From the solitary screen experience to play in the living room, in Thornham’s work gaming becomes an embodied techno-social relation accounted for in narrative terms. A rich and sustained ethnographic study that also re-theorizes the relation between games and those who play them.’ – Caroline Bassett, University of Sussex, UK ’A welcome corrective to the view that videogaming is dangerously antisocial. Thornham persuasively demonstrates that videogaming is a physical, embodied activity, deeply embedded in everyday domestic routines and relationships. Her theoretical approach reveals important insights into gender relations, and challenges stereotyped concepts of gaming behaviours. Gamers and non-gamers alike, as well as scholars interested in these new, important leisure activities, will find this book of considerable interest.’ – Máire Messenger Davies, University of Ulster, UK Ethnographies of the Videogame uses the medium of the videogame to explore wider significant sociological issues around new media, interaction, identity, performance, memory and mediation. The book is particularly concerned with issues of agency and power, identifying strong correlations between perceptions of gaming and actual gaming practices, as well as the reinforcement, through gaming, of established power relationships within households. Thornham provides pertinent and reflexive commentary highlighting the relationships of gender and power in gaming practice. Contents: Introductions: videogames, gender, ethnography; Constructing a gendered gaming identity; Articulating pleasure: gender, technology and power; The practices of gameplay; Bodies and action; Pleasure and the imagined gamer; Conclusions: towards a theory of domestic videogaming; Appendices Sample pages for published titles are available to view online at: http://www.ashgate.com To order, please visit: www.ashgate.com All online orders receive a discount Alternatively, contact our distributor: Bookpoint Ltd, Ashgate Publishing Direct Sales, 130 Milton Park, Abingdon, Oxon, OX14 4SB, UK Tel: +44 (0)1235 827730 Fax: +44 (0)1235 400454 Email: ashgate@bookpoint.co.uk July 2011 218 pages Hardback 978-0-7546-7978-3 £55.00 http://www.ashgate.com/ isbn/9780754679783 Dr. Helen Thornham D618 Sociology Dept Social Sciences Building Northampton Square EC1V 0HB 020 70404445

#presence #avatars ——- Dear Colleagues, Just a quick self-promotional email to say that my new book, ‘Ethnographies of the Videogame’, is now out in print with Ashgate! For those of us…

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1 year ago

dee: #education #SL #VWs #ethics ----- Kaye, Sharon, and Earl Spurgin. "Using the internet platform second life to teach social justice." Teaching Philosophy 34.1 (March 2011): p17(16). ----- Second Life, an on-line, interactive environment in which users create avatars through which they have virtual experiences, is a contemporary experiment in utopia. While most often it is used for social networking, it also is used for commercial and educational purposes, as well as for political activism. Here, we share the results from a course that uses Second Life as a tool for examining social justice. We examine the notion of utopia, present the results of a pre- and post-survey designed to measure the effectiveness of our Second Life course, and relate insights gleaned from the centerpiece assignment of the course that required students to construct proposals for how $200 best could be spent in Second Life to promote social justice. Finally, we demonstrate how Second Life can be a helpful classroom tool for examining John Rawls’s influential utopian work, A Theory of Justice. ----- http://secure.pdcnet.org/pdc/bvdb.nsf/toc?openform&journal=pdc_teachphil&yearrange=2001%20-%202011&category=0034_0001_2011#

#education #SL #VWs #ethics ——- Kaye, Sharon, and Earl Spurgin. “Using the internet platform second life to teach social justice.” Teaching Philosophy 34.1 (March 2011):…

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1 year ago

dee: #thesis #hope #community ----- Beyond hope: Rhetorics of mobility, possibility, and literacy Bookmark or cite this item: http://hdl.handle.net/2142/24138 Files in this item File Description Format Berry_Patrick.pdf (2MB) (no description provided) PDF Title: Beyond hope: Rhetorics of mobility, possibility, and literacy Author(s): Berry, Patrick W. Director of Research: Mortensen, Peter L. Doctoral Committee Chair(s): Mortensen, Peter L. Doctoral Committee Member(s): Hawisher, Gail E.; Prendergast, Catherine; Prior, Paul; Dyson, Anne H. Department / Program: English Graduate Major: English Degree Granting Institution: University of Illinois at Urbana-Champaign Degree: Ph.D. Genre: Dissertation Subject(s): literacy narratives Lives on the Boundary Mike Rose prison literacy preservice teachers We Make the Road by Walking Myles Horton Paulo Freire literacy myth narrative inquiry Abstract: When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students’ social and economic standing. It is this faith—this hope for change—that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers’ and theorists’ narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals’ lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers’ and theorists’ personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a “good life”). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want—and need—from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers’ and theorists’ published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, “Beyond Hope,” explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, “Making Teachers, Making Literacy,” explores the intersection between teachers’ lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected—and did not connect—with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell’s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers’ understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, “Reading Lives on the Boundary,” I demonstrate how Mike Rose’s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose’s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose’s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, “Horton and Freire’s Road as Literacy Narrative,” I concentrate on Myles Horton and Paulo Freire’s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators’ stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors’ ideas on theory. Drawing on Bakhtin’s notion of the chronotope—the intersection of time and space within narrative—I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire’s meeting, and ultimately in the two men’s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book’s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men’s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, “Writing for a Change,” in the spring of 2009. Entitled “Doing Time with Literacy Narratives,” this chapter explores the complex ways in which literacy and incarceration are configured in students’ narratives as well as my own. With and against students’ stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers’ knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers’ own narratives of literacy—potential that has been documented by scholars in writing studies and allied disciplines—this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive. Issue Date: 2011-05-25 ----- https://www.ideals.illinois.edu/handle/2142/24138

#thesis #hope #community ——- Beyond hope: Rhetorics of mobility, possibility, and literacy Bookmark or cite this item: http://hdl.handle.net/2142/24138 Files in this item File…

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1 year ago

dee: #journal #alert #VWs #SL #identity #writing ----- Culture & Psychology -- Table of Contents Alert A new issue of Culture & Psychology has been made available: 1 June 2011; Vol. 17, No. 2 URL: http://cap.sagepub.com/content/vol17/issue2/?etoc ----------------------------------------------------------------- Articles ----------------------------------------------------------------- Amerindian anthropology and cultural psychology: Crossing boundaries and meeting otherness' worlds Danilo Silva Guimaraes Culture Psychology 2011;17 139-157 http://cap.sagepub.com/cgi/content/abstract/17/2/139?etoc Encountering being, identity, and otherness: Reconsidering Guimaraes's ''Amerindian anthropology and cultural psychology'' and Amerindian perspectivism, with insights from anthropology of religion, African humanities, and collaborative ethnography Susan Rasmussen Culture Psychology 2011;17 159-176 http://cap.sagepub.com/cgi/content/abstract/17/2/159?etoc Historical representations and conflicts about indigenous people as national identities Mario Carretero and Miriam Kriger Culture Psychology 2011;17 177-195 http://cap.sagepub.com/cgi/content/abstract/17/2/177?etoc (Re)writing biography: Memory, identity, and textually mediated reality in coming to terms with the past Cristian Tileaga Culture Psychology 2011;17 197-215 http://cap.sagepub.com/cgi/content/abstract/17/2/197?etoc Tailoring identities Peeter Tulviste Culture Psychology 2011;17 217-221 http://cap.sagepub.com/cgi/content/abstract/17/2/217?etoc How emotion shapes religious cultures: A synthesis of cognitive theories of religion and emotion theory John Dulin Culture Psychology 2011;17 223-240 http://cap.sagepub.com/cgi/content/abstract/17/2/223?etoc Emergent organization in the dialogical self: Evolution of a ''both'' ethnic identity position Nancy J Bell and Anindita Das Culture Psychology 2011;17 241-262 http://cap.sagepub.com/cgi/content/abstract/17/2/241?etoc Bakhtin's realism and embodiment: Towards a revision of the dialogical self James Cresswell and Cor Baerveldt Culture Psychology 2011;17 263-277 http://cap.sagepub.com/cgi/content/abstract/17/2/263?etoc

#journal #alert #VWs #SL #identity #writing ——- Culture & Psychology — Table of Contents Alert A new issue of Culture & Psychology has been made available: 1 June…

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2 years ago

dee: #philosophy #Ricoeur #narrative #blog ----- The Philosophical Apprentice: Ryan Maboloc's weblog ----- http://ryanphilosophy.blogspot.com/2005/03/ricoeur-and-narrative-theory.html

#philosophy #Ricoeur #narrative #blog ——- The Philosophical Apprentice: Ryan Maboloc’s weblog ——- …

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2 years ago

dee: #Wcs #writing ----- International Writing Centers Association ----- http://writingcenters.org/

#Wcs #writing ——- International Writing Centers Association ——- http://writingcenters.org/

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2 years ago

dee: #wcs #writing ----- The Writing Center Directory ----- http://web.stcloudstate.edu/writeplace/wcd/index.html

#wcs #writing ——- The Writing Center Directory ——- http://web.stcloudstate.edu/writeplace/wcd/index.html