Journal articles on the topic 'Collaborating reader'
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Darmawanto, Andi, Masulah, and Ari Setyorini. "An Analysis of Feminism Issues in Veronica Roth's Divergent: A Reader Response Study." Tell : Teaching of English Language and Literature Journal 6, no. 1 (October 25, 2018): 1. http://dx.doi.org/10.30651/tell.v6i1.2073.
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Since this research mainly uses a reader response approach in which the response from the readers becomes the main data to analyze, two College students with different background and gender become the subject of the research to contribute their interpretation. Moreover, they are engaged in WhatApp group as a mean to discusse about the issues which become the guide of the research. Futhermore, this research has its focus to scrutinize the response of the readers toward feminism issues in Veronica Roths Divergent. Beside that, reader-response theory authored by Wolfgang Iser to be the main theory which guides to determine the type of the readers. Their responses transcribed by the researcher are the main data to complete the aim of the research. By utilizing descriptive qualitative method to describe the interpretation, the yield of this research is that the readers interpret the issues of womens leadership, gender discrimination, and independent female in the novel of Divergent by collaborating their background; experiences, gender and prior knowledge as prime-effect on how they interpret.
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White, Senga. "A librarian’s take on the future of learning." Set: Research Information for Teachers, no. 1 (May 1, 2014): 67–69. http://dx.doi.org/10.18296/set.0301.
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Now is an exciting time to be involved in educating our next generation. The way we think about education and our approach to teaching is continually evolving, and our libraries are also undertaking a parallel evolution. They are no longer dusty, silent spaces where the main function is to store and catalogue books. Today’s libraries are becoming vibrant spaces for information seeking, sharing, creating, and communicating new learning. They encompass the best traditions of our old-world libraries while embracing multiple pathways to supporting, connecting and collaborating in our new educational environments. Twenty-first century librarians like me are still there with the right book for the right reader at the right time, but we are also enthusiastic mavens, passionate knowledge-seekers, and committed communicators in this burgeoning landscape.
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Manvi, Kurnia Illahi, Lise Asnur, Arif Ardian, and Retnaningtyas Susanti. "Economic Improvement of Nagari Gunuang Rajo Community, Batipuh, Tanah Datar." Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat 20, no. 2 (December 18, 2019): 75. http://dx.doi.org/10.24036/sb.0450.
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Nagari Gunung Rajo is an area in Batipuh Subdistrict, Tanah Datar District, West Sumatra Province which is famous for its potential of Durian fruit. This potential has not yet become a priority to be developed as a greater economic opportunity. Efforts to gain an increase in the community's economy become one of Nagari's programs, and began by collaborating with Universitas Negeri Padang through the Lembaga Penelitian dan Pengabdian Masyarakat (LP2M). The collaboration was carried out with the aim of increasing the economic opportunities of the community through a program of activities from the service team within the UNP. The research background is the potential of Nagari Gunung Rajo and the efforts to improve the economy of its people. The method used in this research is a qualitative approach with qualitative descriptive analysis techniques. Field observations and interviews with parties who have key information related to Nagari are carried out to obtain data, then are processed by sorting out all information, and are presented so that it becomes information that is easily understood by the reader. The results showed that the community was still experiencing problems in utilizing their potential. The presence of the service team from the Faculty of Tourism and hospitality UNP became one of the effective strategies in helping the community develop their potential.
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Rivera Salas, Paola Eunice, and María Guadalupe Curro Lau. "Promoción de la calidad de vida a través del periodismo responsable digital." INDEX COMUNICACION 11, no. 01 (January 11, 2021): 187–217. http://dx.doi.org/10.33732/ixc/11/01promoc.
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During this century, the quality life (QoL) has become a priority for many countries. There is a clear interest in the different organizations in society, such as the media, for collaborating so that their citizens have better living standards. The objective of this research is to characterize the promotion of quality life in news from Latin American companies within the framework of responsible digital journalism (RDJ), for which it developed from the concept of quality life and the areas in which this concept studied to identify the characteristics of the quality of life. A quantitative, descriptive and transversal approach implemented to analyze the notes published in three Latin American newspapers in 2019. The results show that there is a low diffusion about the quality of life in the messages where the characteristics that the reader could detect were not identified with the indicators of quality of social life. However, news adheres to principles of the PDR such as truthfulness, objective language and reflexionethics of the profession.
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Butler, Judith. "Helen, Angel of History." PMLA/Publications of the Modern Language Association of America 130, no. 1 (January 2015): 150–54. http://dx.doi.org/10.1632/pmla.2015.130.1.150.
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How quickly and how often those who heard about the sudden death of helen tartar asked, did i let her know how much her support meant to me? Did I express adequately my gratitude for all the work she did for me and for others in literature, philosophy, critical theory, visual culture, poetry, and religion, to name but a few of her fields? I do not think it was a reflex of self-punishment as much as the upsurge of another kind of remorse, the wishing to have said more. At the American Comparative Literature Association's memorial for Helen Tartar, person after person testified to the extraordinary support she offered—soliciting a manuscript; reading it actively and critically; sometimes productively quarreling with its ideas or formulations; finding the right readers; collaborating on the material form, including cover and font; and sending the work forth into the world of readers, “worlding” it, if you will. Some at that event spoke about the race against tenure and the acute anxiety it produces, and how crucial Helen was in expediting a review and presenting the work before the board for approval. Others talked about her frank and sensitive evaluations, which let us know what had to change before the manuscript became a book—always delivered with an affirmation of the project. But because Helen was a committed intellectual with her own philosophical, literary, and religious archive, she also contested conclusions and queried moves. I remember how, when she copyedited The Psychic Life of Power (in the days when she handled every aspect of production at Stanford), she quarreled with my reading of Freud and sent me to new sources to correct my view. To Haun Saussy, with whom she worked on several projects, she wrote, “When I read this argument, I felt I needed to take hold of it like a twisted sock and pull it inside-out.” She was our first reader, and we were incredibly lucky because she paid attention.
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Bartleet, Brydie-Leigh. "Building vibrant school–community music collaborations: three case studies from Australia." British Journal of Music Education 29, no. 1 (February 21, 2012): 45–63. http://dx.doi.org/10.1017/s0265051711000350.
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This paper explores the relationship between school music and community music in Australia. While many Australian schools and community music activities tend to exist in relative isolation from one another, a range of unique school–community collaborations can be found throughout the country. Drawing on insights from Sound Links, one of Australia's largest studies into community music, this paper explores three case studies of these unique school–community collaborations. These collaborations include a community-initiated collaboration, a school-initiated collaboration and a mutual collaboration. The author brings these collaborations to life for the reader through the words and experiences of their participants, and explores their structures, relationships, benefits, and educational and social outcomes. These descriptions feature important concepts, which could be transferred to a range of other cultural and educational settings in order to foster more vibrant school–community collaborations.
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Das, Maitraye, Anne Marie Piper, and Darren Gergle. "Design and Evaluation of Accessible Collaborative Writing Techniques for People with Vision Impairments." ACM Transactions on Computer-Human Interaction 29, no. 2 (April 30, 2022): 1–42. http://dx.doi.org/10.1145/3480169.
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Collaborative writing tools have been used widely in professional and academic organizations for many years. Yet, there has not been much work to improve screen reader access in mainstream collaborative writing tools. This severely affects the way people with vision impairments collaborate in ability-diverse teams. As a step toward addressing this issue, the present article aims at improving screen reader representation of collaborative features such as comments and track changes (i.e., suggested edits). Building on our formative interviews with 20 academics and professionals with vision impairments, we developed auditory representations that indicate comments and edits using non-speech audio (e.g., earcons, tone overlay), multiple text-to-speech voices, and contextual presentation techniques. We then performed a systematic evaluation study with 48 screen reader users that indicated that non-speech audio, changing voices, and contextual presentation can potentially improve writers’ collaboration awareness. We discuss implications of these results for the design of accessible collaborative systems.
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Pownall, Madeleine, Butterworth Benjamin, and Halstead Isaac. "Meet the Readers." PsyPag Quarterly 1, no. 111 (June 2019): 4–6. http://dx.doi.org/10.53841/bpspag.2019.1.111.4.
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We have already had a great response to our call for the new ‘Meet the Readers’ section. This feature is all about you, the reader. Each issue, we give our readers from across the country the chance to tell us a little bit about themselves and their research to help promote collaboration between postgraduate psychologists. If you would like to be featured in an upcoming issue of the Quarterly, please emailquarterly@psypag.co.ukfor a short form to fill out! Here are some of our latest submissions from readers.
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Thomas, Louise, Aysha Bellamy, and David Hamilton. "Meet the Readers." PsyPag Quarterly 1, no. 112 (October 2019): 4–6. http://dx.doi.org/10.53841/bpspag.2019.1.112.4.
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Over the last couple of issues, our now regular ‘Meet the Readers’ section has had a fantastic response! The ultimate goal of this feature is to showcase you, the reader, with the view to facilitate research collaboration and build connections with postgraduate psychologists you might not otherwise have come across. If you are a Quarterly reader, we invite you to share a little bit about yourself, what excites you about your research and answer a wildcard question of your choosing. If this sounds like something you may be interested in doing, please contact us at quarterly@psypag.co.uk to obtain a template questionnaire. Read on below to find out more about our fabulous readers.
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Scott, Becky, Jemaine ‘Jammy’ Stacey, and Olly Robertson. "Meet the Readers." PsyPag Quarterly 1, no. 110 (March 2019): 4–5. http://dx.doi.org/10.53841/bpspag.2019.1.110.4.
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We are pleased to introduce a new item into the Quarterly, our ‘Meet the Readers’ section. This is aimed at showcasing all of our amazing readers and helping facilitate collaboration between members. We hope that our readers find this a useful opportunity to learn more and reach out to one another, building more connections and collaborations across the UK. If you would like to be featured in the next issue of the Quarterly then please contact us atquarterly@psypag.co.ukto obtain a template questionnaire – we want to know more about you! For our first ever ‘Meet the Readers’ some of our core committee kindly agreed to reveal a little about themselves and their work. Find out more below.
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Francese, Joseph. "Eco's Poetics of “The Model Reader”." Forum Italicum: A Journal of Italian Studies 37, no. 1 (March 2003): 161–83. http://dx.doi.org/10.1177/001458580303700109.
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In this essay the author argues that despite Eco's claims of ceding authority over his fictions to the reader, his poetics of the Model Reader serves to guide and condition reception. This is accomplished when the call for reader collaboration encourages the creation of a Model Author — a projection of reader desire for narrative closure and metaphysical certainty — who supplants the empirical writer as the ‘true’ author of the text. When the empirical author is granted this creative and ideological invisibility, Model Readers find reassurance in novels in which the writer re-creates and re-orders the past according to both conscious and unconscious desires. His kindred spirits, or Model Readers, endorse his condensing of the past into the here-and-now of the writing subject. This effacement time creates a semblance of realism that is re-enforced by the empirical author's use of pastiche, the incorporation into the literary text of what is already known, that is to say what has already been read. Such tautological ‘hyper-realism’ provides the basis for agreement on ‘common sense’ interpretations of the text, giving ‘normal’ readings normative status, thus de-legitimating readings that vary from Eco's ‘strong’ authorial intentions.
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Silvia Vieira, Adriana, and Sandro Luis Silva. "Práticas colaborativas de escrita via internet em formação continuada de professores: o papel do leitor-autor." Muitas Vozes 7, no. 1 (March 6, 2019): 237–51. http://dx.doi.org/10.5212/muitasvozes.v.7i1.0013.
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Annisya, Annisya, Rifqa Amalia Zuhri, Restiana, Restiana,, and Yusniah Yusniah. "Kerjasama Jaringan Perpustakaan di Indonesia:." Da'watuna: Journal of Communication and Islamic Broadcasting 3, no. 2 (January 6, 2023): 453–68. http://dx.doi.org/10.47467/dawatuna.v3i3.2510.
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Collaborative Partnerships are critical to driving demand and meeting Demand readers. The availability of collaboration and networking services in the system library for all individuals is critical to the success of the push. This increases service user and technical capacity, enhances resource sharing, reduces duplication, and provides efficient services. When creating the basis for collaboration and networking in libraries in general, several factors must be considered.
Keywords: National Library, Collaboration, Library Network, National Library Collaboration, Collaboration Network
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Annisya, Annisya, Rifqa Amalia Zuhri, Restiana, Restiana,, and Yusniah Yusniah. "Kerjasama Jaringan Perpustakaan di Indonesia:." Da'watuna: Journal of Communication and Islamic Broadcasting 3, no. 1 (January 6, 2023): 453–68. http://dx.doi.org/10.47467/dawatuna.v3i1.2510.
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Collaborative Partnerships are critical to driving demand and meeting Demand readers. The availability of collaboration and networking services in the system library for all individuals is critical to the success of the push. This increases service user and technical capacity, enhances resource sharing, reduces duplication, and provides efficient services. When creating the basis for collaboration and networking in libraries in general, several factors must be considered.
Keywords: National Library, Collaboration, Library Network, National Library Collaboration, Collaboration Network
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Lykkemark, Marie. "Object.Mirror.Tempo." Nordic Journal of Dance 9, no. 2 (December 1, 2018): 52–63. http://dx.doi.org/10.2478/njd-2018-0011.
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Abstract This article is an exploration using practice-based research in which I investigated a question: How can I, as a dance practitioner and facilitator, collaborate with a differently abled person on compositional work? I explored how to be open to various ways of communicating and collaborating, not only as verbally, but also by letting disabled bodies and minds’ expertise communicate in their own ways to allow for questioning and challenging normative perspectives. This research was conducted in Denmark at the participants’ group residence. The institutional context was logistically convenient and served as familiar surroundings for the participants. It also was a foundation on which to explore dance research within other institutional spaces. I collaborated with three participants with disabilities in one-on-one sessions, creating a shared physical practice. Together with each participant, I was curious about finding our common interests within the field of dance, and how we could explore them with our individualised bodily expertise. It later became: The Object practice The Mirror practice The Tempo practice By proposing a quadruple loop structure as the methodological framework, I discuss the findings while taking a hermeneutic phenomenological approach. The empirical data were collected through video documentation of the sessions, observations and interviews. The four central topics of this shared experience entailed an examination and discussion of how to comprehend education, uncovering the validity of bodily feedback, exploring Crip time as a tool to question a normative understanding of time, and acknowledging the importance of showing. To get the full experience while reading this article, the reader is asked to ensure Internet access is available so that they can shift back and forth between the text and video excerpts.
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Bailey-Hainer, Brenda, Anne Beaubien, Beth Posner, and Evan Simpson. "Rethinking library resource sharing: new models for collaboration." Interlending & Document Supply 42, no. 1 (February 11, 2014): 7–12. http://dx.doi.org/10.1108/ilds-12-2013-0038.
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Purpose – The purpose of this paper is to highlight significant changes in the information discovery landscape; discuss evolution in discovery systems and their connection to resource sharing; discuss the use of best practices by resource sharing practitioners; and describe new collaborations among libraries that change the definition of resource sharing. Design/methodology/approach – The authors observed the library landscape with a focus on discovery systems, interlending systems, and collaborative resource sharing models and reviewed literature related to these areas to structure discussion and draw conclusions about the changing role and definition of resource sharing. Findings – Innovations in discovery have significant impact on library resource sharing. Resource sharing practitioners are using best practices to improve services and develop new roles. New models for collaboration are changing the definition of library resource sharing. Originality/value – This paper positions resource sharing as a dynamic, highly strategic area of service with growing importance to twenty-first century libraries and challenges readers to consider what new partnerships and collaborative models will benefit both libraries and their communities.
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Soares, Lina, and April Newkirk. "DECAL: A Strategy for Collaborative Literature Discussions." Georgia Journal of Literacy 36, no. 1 (March 30, 2013): 33–41. http://dx.doi.org/10.56887/galiteracy.39.
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This article addresses a small group literature discussion technique that was implemented during one pre-service teacher’s field experience in a seventh grade Language Arts classroom. Based on the principles of social constructivism and transactional theory of reader response, the DECAL model is structured to allow students to better understand the complexity of literary elements and to stimulate lively discussions. DECAL stands for Design, Extensions, Connections, Author’s Structure, and Language. It is a variation of collaborative literacy in which group processes are a part of the individual learning activity. DECAL provides teachers with the steps to promote active engagement and empower students to build their own knowledge within the constructed democracy of learning. The small group literature discussion technique presented in this article is applicable to teacher educators who wish to address the important role of collaborative book discussion for young adolescent readers in middle grade pre-serviceteacher education.
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Amici, Federica. "The evolution and development of human cooperation." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 383–418. http://dx.doi.org/10.1075/is.16.3.03ami.
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Humans have attained an unparalleled level of sophistication when engaging in collaborative and cooperative activities. Remarkably, the skills and motivation to engage in complex forms of collaboration and cooperation seem to emerge early on during infancy and childhood. In this paper, I extensively review the literature on the evolution and development of human cooperation, emphasizing important aspects of inter-cultural variation in collaborative and cooperative behaviour. This will not only allow us to confront the different evolutionary scenarios in which cooperation may have emerged, but will especially provide the reader with a first orientation in the abundant literature on human cooperation.
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King, Matthew William. "Nomads and Vagabond Monks: From the Text to the Reader in 18th Century Inner Asia." Religions 13, no. 1 (January 17, 2022): 85. http://dx.doi.org/10.3390/rel13010085.
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Buddhist Studies scholarship in general, and its (re)turn to the literary specifically, is overwhelmingly concerned with texts and authors. But what can this research into “Buddhist texts” and “Buddhist authors”, however robust, ever reliably tell us if not accompanied by comparative inquiry into the destabilizing tactics of readers? This article first highlights analytical resources for a comparative history of reading Buddhist literature in Inner Asia by looking to the work of Michel de Certeau and Roger Chartier. I then turn to a case study of collaborative reading that developed across the contiguous monastic and imperial networks binding together Tibetan, Mongolian, Manchu, and Chinese readers at the turn of the 18th century. Focused specifically on letter exchanges between the polyglot scholars Güng Gombojab, Katok Tséwang Norbu, and Situ Paṇchen, I underscore how collaborative reading developed to open the literary heritage of trans-Eurasia beyond the technical abilities or material access of any single reader.
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Gouseti, Anastasia. "Online communication and collaboration: a reader." Evaluation & Research in Education 24, no. 2 (June 2011): 159–60. http://dx.doi.org/10.1080/09500790.2010.547016.
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Matazi, Issam, Rochdi Messoussi, Salah-Eddine Bellmallem, Ilham Oumaira, Abdellah Bennane, and Raja Touahni. "Development of Intelligent Multi-agents System for Collaborative e-learning Support." Bulletin of Electrical Engineering and Informatics 7, no. 2 (June 1, 2018): 294–305. http://dx.doi.org/10.11591/eei.v7i2.860.
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The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the assessment of their collaborative behaviors. After the implementation of intelligent collaborative system by using Moodle platform, we have tested it. The reader will discover our approach and relevant results.
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Infante Mora, Eva, Davydd J. Greenwood, and Melina Ivanchikova. "Guest editorial." Learning and Teaching 12, no. 3 (December 1, 2019): vii—viii. http://dx.doi.org/10.3167/latiss.2019.120301.
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This special issue is devoted to a study of an action research-based reform of a US university study abroad programme to make it a genuine intercultural immersion experience. The four-year collaborative reform process combined participatory organisational redesign, the development of a comprehensive active learning approach and the teaching of intercultural competence through ethnographic immersion and community engagement in Seville, Spain. The case is an example of the development of intercultural competencies through guided behavioural change, of action research to reform higher education programmes and of active learning combined with formative and summative evaluation. The reader will learn about the experiences of the staff, faculty and mentors in the Consortium for Advanced Studies Abroad (CASA)-Sevilla study abroad programme and those of the sponsoring US universities as they together achieved a fundamental reform of a decades-old study abroad immersion programme. This special issue has many authors because this was a collaborative action-research project with continuous group work and brainstorming. The authors’ names are placed in the sections where the authorship is clear, but, as befits a collaboration, many of the ideas are the result of the combined thinking of all the authors. Authorship of the various sections has been allocated mainly to clarify for readers the most relevant author to contact to learn more about particular dimensions of the process. The guest editors took on the editorial duties on behalf of this larger group.
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Stauffer, Andrew M. "An Image in Lava: Annotation, Sentiment, and the Traces of Nineteenth-Century Reading." PMLA/Publications of the Modern Language Association of America 134, no. 1 (January 2019): 81–98. http://dx.doi.org/10.1632/pmla.2019.134.1.81.
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Drawing first on an annotated copy of the poetry of Felicia Hemans that my students discovered in the stacks of the University of Virginia's library, this essay goes on to examine the marks made by female readers in three nineteenth-century copies of Hemans's poetry to reveal the dynamics of sentiment in author-reader networks of Romantic and Victorian poetry. Seeing Hemans through the eyes of individual female readers surfaces a lost world in which poetry was valued as a collaborative, intimate language of the heart. Specific historical copies allow us best to apprehend this world, but, in the wake of wide-scale digitization, nineteenth-century books are simultaneously newly visible and newly at risk. This essay makes the case for retaining them and for integrating them into our accounts of nineteenth-century literary history.
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Reis, Fabíola Do Socorro Figueiredo dos, Izabela Guimarães Guerra Leal, and Christiane Stallaert. "Traduções colaborativas: o caso das fanfictions." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 2 (June 5, 2018): 93–108. http://dx.doi.org/10.5007/2175-8026.2018v71n2p93.
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This article presents the results of a research on voluntary and collaborative translation of fanfictions (stories written by fans), which have figured with higher incidence on the Internet in recent years. Although the collaborative translation is not a new phenomenon and has been documented in the history of translation in Western and non-Western cultures, it gains new dimensions in the digital era. Two fanfictions (named “Palavras com Estranhos” e “Palavras com Amigos”) translated by an online group of 33 Brazilian translators reveal some features of the process of collaborative translation on the Internet. The research reveals the collective character of the online translation practiced by non-professional female translators. Our analysis highlights the chainwork of such a practice, the interaction between translators and readers, and the process singled out by this dual interaction on one hand, between translators themselves and, on the other hand, between translator and reader.
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Doughty, Terri. "Justyna Deszcz-Tryhubczak, „Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers”, Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego." Anglica Wratislaviensia 55 (October 18, 2017): 169–76. http://dx.doi.org/10.19195/0301-7966.55.12.
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This review assesses Justyna Deszcz-Tryhubczak’s Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers. Deszcz-Tryhubczak has two agendas in this volume: first, to explore the capacity of Radical Fantasy fiction to model for young readers the agency of youth forming collaborative, cross-generational, and possibly cross-cultural alliances to address glocal socio-political and/or environmental issues spawned by the injustices and inequities of late-stage capitalism; second, to model a new approach to participatory research, involving child readers not as subjects of study but as collaborative readers of texts. Deszcz-Tryhubczak provides a thorough examination of the problem of adult critics speculating about child readers based on constructed implied child readers rather than on actual children, then proceeds to identify how Childhood Studies may offer some productive means of thinking about and, more important, engaging with real children. She provides a clear definition of Radical Fantasy and brief readings of both core and marginal examples of the genre. This contextualizes her description of her methodology and discussion of results from two research projects collaborating with young readers. Finally, Deszcz-Tryhubczak contends that participatory research is a way to move forward in children’s literature scholarship in a more democratic manner, and moreover that applying this methodology to Radical Fantasy is potentially also a means of engaging children in important debates on issues that are shaping their futures. I find this book a stimulating contribution to our understanding of youth reading that offers intriguing possibilities for further research.
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Carvalho Pires, Maria da Natividade, and Maria Margarida Morgado. "The Project eMysteries – From reading to writing." Alabe Revista de Investigación sobre Lectura y Escritura 12, no. 2 (July 1, 2021): 1–15. http://dx.doi.org/10.15645/alabe2021.24.7.
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Digital culture is impacting heavily on young people’s lives, be it through their own attachment to social media through mobile devices or the new Covid-19 demands on distance online education. Maryanne Wolf in Reader, Come Home (2018) argues through her cognitive neuroscientific studies on reading that the mind of readers is changing given the media they are constantly using (mobile phones, computers). One of the issues Wolf debates is the loss of deep detailed modes of reading comprehension or the willingness of today’s (young) readers to engage with complex sentences or longer texts. She claims, however, that really good reading is close reading, a form of reading that requires intellectual effort from the reader involving the intellectual skills of reasoning, thinking and understanding (Wolf, 2018). How can this be promoted in the digital age? This is the aim of a European Erasmus+ funded project the authors are involved in called e-Mysteries: Detective Stories to Engage Students in Close Reading with the Use of Mobile Devices (short name: e-Mysteries). New forms of reading, as those being developed by the e-Mysteries project, create opportunities for the participatory empathetic, critical, and analytical engagement of students with what they read as well as with individual and collaborative writing in a modern flux of consumer-producer.
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Schetz, Katherine F., and Elizabeth Dettmar. "Collaborating with Technology for At-Risk Readers." TEACHING Exceptional Children 32, no. 4 (March 2000): 22–26. http://dx.doi.org/10.1177/004005990003200404.
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Megwalu, Anamika, Christina Miller, and Cynthia R. Haller. "The library and the common reader program: a collaborative effort to college transition." Reference Services Review 45, no. 3 (August 14, 2017): 440–53. http://dx.doi.org/10.1108/rsr-11-2016-0081.
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Purpose This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader program comprises academic and extracurricular activities designed to help achieve the goals of York College’s First Year Experience Program to assist in the successful transition, achievement and retention of first-year students at York College, The City University of New York. Design/methodology/approach The Common Reader Committee was initially comprising only of participating classroom faculty and Student Development staff. York College Library was invited to help with one of the extracurricular events. Subsequently, the collaboration was considered essential to the success of the Common Reader program. This paper describes the library’s role in supporting the initiative. Findings The library is an active member of York’s Common Reader Committee and is involved in the selection of the Common Reader book; publicity of the program; promotion of library resources and services; and the programming of extracurricular events. Involvement in these areas allows the library to collaboratively build a learning community, integrate information literacy skills into the curricula, nurture the practice of critical reading and help students feel connected in a new academic environment. Originality/value Many colleges have implemented common reading programs, and, in many cases, libraries have been involved in the program in some shape or form. However, at York College, there is a strategic partnership between the library and the Common Reader program. Such a partnership has made it possible for the library to be deeply involved in helping students transition to college life.
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Kazantsev, Nikolai, Grigory Pishchulov, Nikolay Mehandjiev, Pedro Sampaio, and Judy Zolkiewski. "Investigating barriers to demand-driven SME collaboration in low-volume high-variability manufacturing." Supply Chain Management: An International Journal 27, no. 2 (February 8, 2022): 265–82. http://dx.doi.org/10.1108/scm-10-2021-0486.
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Purpose This paper adopts a multi-tier perspective and aims to explore challenges of small and medium-sized enterprises (SMEs) in collaborative manufacturing amid the emergence of dedicated B2B platforms. Original equipment manufacturers welcome formation of demand-driven collaborations between SME suppliers to facilitate ramp-up of production capacity. While being potentially beneficial to suppliers, such collaborations face various barriers. Design/methodology/approach An exploratory study of 17 suppliers within the European Union’s aerospace industry was undertaken. The study comprised two stages. In the first stage, suppliers’ answers to self-administered interviews were analysed using thematic analysis. In the second stage, interactions between the barriers were determined through interviews with experienced SME collaboration facilitators. The authors apply system dynamics modelling to analyse the links between barriers and identify re-enforcing and balancing loops of other factors. Findings The authors establish five major groups of barriers to collaboration impeding: market transparency, access to orders, partner trust, contracting and (e) data sharing and coordination. The authors model application of four enablers that facilitate barrier removal for technology-enabled supply chains: digital platforms, supplier development, smart contracts and Industry 4.0. Research limitations/implications The study is limited by the data collection from the aerospace industry; validation of the models in other low-volume high-variability manufacturing sectors is needed. Practical implications The reader will learn about the barriers which impede demand-driven SME collaboration within manufacturing supply chains, interrelationships between these barriers and suggestions about how to remove them. SME cluster managers will find managerial implications particularly interesting as they will help them to overcome collaboration concerns and better prepare cluster members for Industry 4.0. Social implications The models developed within this study can be used to explore the effects of intervening at critical points in the model to create virtuous improvement cycles between key barriers and related variables in the model. This can help decision-making and policymaking in the area of supply chain integration. Originality/value There is currently a lack of studies about how the existing barriers amplify and de-amplify themselves and what the managerial approaches to tackle the barriers are. It is unclear how far companies will go in terms of information sharing, given the trust levels, power dynamics and governance structures evident in supply chains. This study contributes by explaining the reinforcing interaction between the barriers and showing ways to overcome these using enablers.
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Miskin, Nityanand, Zacharia Isaac, Yi Lu, Melvin C. Makhni, Danielle L. Sarno, Timothy R. Smith, Jay M. Zampini, and Jacob C. Mandell. "Simplified Universal Grading of Lumbar Spine MRI Degenerative Findings: Inter-Reader Agreement of Non-Radiologist Spine Experts." Pain Medicine 22, no. 7 (March 13, 2021): 1485–95. http://dx.doi.org/10.1093/pm/pnab098.
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Abstract Objective 1) To describe a simplified multidisciplinary grading system for the most clinically relevant lumbar spine degenerative changes. 2) To measure the inter-reader variability among non-radiologist spine experts in their use of the classification system for interpretation of a consecutive series of lumbar spine magnetic resonance imaging (MRI) examinations. Methods ATS multidisciplinary and collaborative standardized grading of spinal stenosis, foraminal stenosis, lateral recess stenosis, and facet arthropathy was developed. Our institution’s picture archiving and communication system was searched for 50 consecutive patients who underwent non-contrast MRI of the lumbar spine for chronic back pain, radiculopathy, or symptoms of spinal stenosis. Three fellowship-trained spine subspecialists from neurosurgery, orthopedic surgery, and physiatry interpreted the 50 exams using the classification at the L4–L5 and L5–S1 levels. Inter-reader agreement was assessed with Cohen’s kappa coefficient. Results For spinal stenosis, the readers demonstrated substantial agreement (κ = 0.702). For foraminal stenosis and facet arthropathy, the three readers demonstrated moderate agreement (κ = 0.544, and 0.557, respectively). For lateral recess stenosis, there was fair agreement (κ = 0.323). Conclusions A simplified universal grading system of lumbar spine MRI degenerative findings is newly described. Use of this multidisciplinary grading system in the assessment of clinically relevant degenerative changes revealed moderate to substantial agreement among non-radiologist spine physicians. This standardized grading system could serve as a foundation for interdisciplinary communication.
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Liu, Hanwen, Shuo Wang, Huali Ren, Shunmei Meng, Jun Hou, and Qianmu Li. "Keywords-Driven Paper Recommendation Based on Mobile Edge Computing Environment Framework." Scientific Programming 2022 (April 8, 2022): 1–17. http://dx.doi.org/10.1155/2022/3943419.
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In the cloud computing era, a paper recommender system is usually deployed on the cloud server and return recommendation results to readers directly. However, considering the paper recommender system, processing tremendous paper citation data on the cloud cannot provide fine-grained personalized and real-time recommendations for each reader because these recommended papers from the cloud are far from readers and probably not correlated strongly with each other for helping each reader research further and deeper in the interested field. Recently, the edge-cloud collaboration-based recommender system has been used for releasing parts of the cloud computing task to the edge and provides the recommendation near the client. Based on the edge computing recommender system, a keywords-driven and weight-aware paper recommendation approach is presented, namely, LP-PRk+ w (link prediction-paper recommendation), to enable intelligent, personalized, and efficient paper recommendation services in the mobile edge computing environment. Specifically, the whole paper recommendation process mainly covers two parts: optimizing the existing paper citation graph via introducing a weighted similarity (i.e., building a weighted paper correlation graph) and then recommending a set of correlated papers according to the weighted paper correlation graph and the users’ query keywords. Experiments on a real-world paper correlation dataset, Hep-Th, show the capability of our proposal for improving the paper recommendation performance and its superiority against other related solutions.
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Pang, Nan. "A Personalized Recommendation Algorithm for Semantic Classification of New Book Recommendation Services for University Libraries." Mathematical Problems in Engineering 2022 (September 26, 2022): 1–8. http://dx.doi.org/10.1155/2022/8740207.
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With the rapid development of information technology and the Internet, it is difficult for university readers to find books of real interest or value from a large number of books by relying only on traditional retrieval-based services. This paper applies data mining technology and personalized recommendation algorithm based on semantic classification for new book recommendation service in university libraries. The personalized recommendation algorithm based on semantic classification establishes a book feature model and a reader preference model based on title keywords. The different recommendation strategies in the system framework are detailed. For the borrowing data of different colleges and departments, the improved association rule algorithm is used to mine the book association rules, and the reader’s borrowing history is matched with the association rules to generate a book recommendation list; according to the reader’s borrowing preference characteristics, the reader preference model is used as the basis. Class subdivision and then combined with the book feature model and reader preference model, the collaborative filtering recommendation algorithm and the content-based recommendation algorithm are applied to generate a book recommendation list. The active service method not only improves the service level of the university library, makes the development of the university library more comprehensive and humanized but also explores the potential information needs of readers, improves the borrowing rate of books in the collection, and maximizes the utilization rate of book resources. In the experiment of this paper, the personalized recommendation algorithm division of semantic classification is adopted. According to the division of its algorithm, the corpus is divided into 9603 training documents and 3299 test documents, with certain accuracy.
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Cassels, Imogen. "B.S. Johnson's Scaffolding: Form, the City, Cancer, Weeds." Modernist Cultures 16, no. 3 (August 2021): 295–315. http://dx.doi.org/10.3366/mod.2021.0336.
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B.S. Johnson's fiction makes high demands both of its readers and itself. In his statement that ‘telling stories is telling lies’, and desire to ‘tell the truth’, Johnson involves his process in his writing, dismantling the novel form as he also continues to employ it. This committed slipperiness makes him difficult to write about: to pigeonhole him as a po-faced experimentalist or unorthodox social-realist would be a detrimental simplification of his work. A productive consideration of Johnson, then, might look to unusual places: for example, his writerly movements can be re-considered with Lisa Robertson's work on scaffolding in mind. Scaffolding as critical metaphor is both specific enough in its details, and flexible enough in its scope, to manage Johnson's self-effacing difficulty. Johnson's readers, I argue, are required to do their own scaffolding, whether encountering Albert Angelo's gaps, or piecing together The Unfortunates. Seen thus, reading Johnson's novels is a constructive, if messy, act, a collaboration between reader and writer.
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Bloss, Richard. "Collaborative robots are rapidly providing major improvements in productivity, safety, programing ease, portability and cost while addressing many new applications." Industrial Robot: An International Journal 43, no. 5 (August 15, 2016): 463–68. http://dx.doi.org/10.1108/ir-05-2016-0148.
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Purpose The purpose of this paper is to review the dramatic entry of collaborative robotics into applications. It also examines the current state of the art for collaborative robotics, factors driving their entry and their outlook for the future. Design/methodology/approach The paper includes discussions with key managers of robot companies. Attendance at the International Federation for Robotics round table discussion on collaboration and another industry round table meeting on collaborative robotics. Attendance at the CIRP technical conference on automation. Attendance at the Robotics Industry Association International Collaborative Robots Workshop. Findings Collaborative robotics are addressing many previously unmet applications while saving money, improving productivity, simplifying programming and speeding the time to return investment. It is forecast that collaborative robotics systems can address almost 100 million assembly and logistics tasks not previously addressable with traditional robotics technology. Practical implications The paper implies a major examination of collaborative robot technology now and in the future. Readers may be very excited to learn the many new tasks that collaborative robots are addressing, the many tools that have been developed to aid in selecting, designing and gaining worker acceptance and the many unique benefits that are provided, as well as the systems already available. Originality/value The paper implies a major examination of collaborative robot technology now and in the future. Readers may be very excited to learn the many new tasks that collaborative robots are addressing, the many tools that have been developed to aid in selecting, designing and gaining worker acceptance and the many unique benefits that are provided, as well as the systems already available.
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Gomes, Dayane Olímpia, Laura Gonçalves da Silva Chagas, Gabriela Bim Ramos, Andreia Zago Ciuffa, Laís Miguel Rezende, Lígia Pinho Cuccato, Thais Fernanda Martins Dos Reis, Bruno Cabral Pires, and Anna Monteiro Correia Lima. "Biofilm Production of Leptospira spp. Strains." Acta Scientiae Veterinariae 46, no. 1 (October 13, 2018): 5. http://dx.doi.org/10.22456/1679-9216.88540.
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Background: Leptospirosis is a zoonosis that affects many species of mammals and occurs endemically in Brazil. The biofilm matrix provides structure and protection to the biofilm cells working as a physical barrier to antibiotic agents, which are attached or consumed by the matrix components. However, this attribute varies according to the matrix, antimicrobial agent and biofilm age. Leptospira may change morphologically according to environmental conditions, including cell aggregation and biofilm formation. Leptospira can colonize the ducts of kidney from hosts for a long time, forming a biofilm, which is believed to be an important factor for their maintenance in animals and in the environment. Thus, the objective of this research was to determine the biofilm formation capacity of four strains of Leptospira interrogans.Materials, Methods & Results: The strains were typified by WHO/FAO/OIE and National Collaborating Center for Reference and Research on Leptospirosis (Kit Biomedical Research, Amsterdam, Netherlands). Leptospira interrogans strains, two isolated from cattle and two isolated from dogs were biofilms tested for adhesion on polystyrene plates, extracellular matrix composition and confocal microscopy. In the plating adhesion test, the suspension was inoculated into 96-well sterile polystyrene microplates with flat bottom at a ratio of 1:200 in EMJH medium, followed by 24 h incubation at 28°C, with medium renewal after 12 h. After this period the wells were washed three times with sterile PBS and following incubation; the plates were dried in the oven at 60°C for 30 min and added 200 μL of 1% violet crystal for five min. Subsequently, the plates were washed with distilled water, after complete removal, 200 μL of acetic acid 33% was added and the readings were performed at 570 nm in the ELISA reader. The proteins and polysaccharides were quantified in a scraped pooled sample diluted in 0.85% sterile saline solution to achieve an optimal amount for testing used reagents of the BCA kit. The polysaccharide content was determined by adding into a tube, an aliquot of 0.5 mL from the pooled sample, 0.5 mL of phenol and then immediately 2.5 mL of sulfuric acid. The solution was homogenized and left to react for 15 min at room temperature. The reading was performed at 490 nm in ELISA reader. The strains were compared regarding polysaccharides and protein matrices using analysis of variance (ANOVA) and Tukey test. At confocal microscopy the strains were incubated with the tested polypropylene material for 24 h. The materials were washed with sterile phosphate buffer and stained with propidium iodide. The reading was performed using a Laser Scanning Confocal Microscope (Zeiss 710) with laser excitation (488 nm) and 580-680 nm emission filters for propidium iodide (red marking). All strains displayed strong adherence on microplate and the amount of polysaccharides in biofilm was not statistically different among the studied strains, but the amount of protein was significantly different in strain 4 (P > 0.5). The confocal microscopy showed the adherence of the Leptospira spp. strains to polypropylene material after washing.Discussion: Biofilm production plays an important role in the maintenance of a chronic infection by Leptospira interrogans with renal colonization. The exopolysaccharide (EPS) has various functions, such as checking insolubility in water; giving the three-dimensional conformation of the biofilm; protecting cells from physical (mechanical action, irradiation and temperature variations), chemical.
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Azorín Abellán, Cecilia María. "Networking in Spanish schools: Lights and shadows." Revista Complutense de Educación 32, no. 4 (July 7, 2021): 537–46. http://dx.doi.org/10.5209/rced.70768.
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Networking is an effective school improvement method that can raise collective efficacy, student outcomes, and provide more collaborative scenarios. The forms collaboration and networking take in the Spanish education system are reviewed in this article, as well as how policy and practice are providing a framework for the development of networks. Spain is presented as an example of country that is exploring the possibilities offered by networks in education. There is an updated corpus of studies that support collaborative networking in Spanish education system. The article summaries evidence of networking in seven autonomous communities (Galicia, País Vasco, Cataluña, Madrid, Valencia, Murcia and Andalucía) where there are alliances formed to implement collaboration actions among the participants, as part of research supported by projects, regulations, programs and initiatives of diverse natures. These proposals are changing the paradigm from isolation to collaboration, an alternative way of seeing education that is growing not just in policy, but also in theory and practice, so enabling illustrative examples and advances in this field of knowledge, and allowing the reader to get closer to the polyhedral dimension that networking is adopting in this particular country. There is no doubt that the arrival of collaboration networks in Spain has sparked intense debates about its “lights and shadows”. Among the lights are the increase of school-community link; the growth of the extended education approach; the effective use of resources as well as the exchange of knowledge and experiences; and greater inclusion. On the other hand, some shadows are related to the different networks’ structures; isolation, not only by teachers as individuals, but also between schools and institutions or agents, and the pressure to increase standards in a collaborative versus competitive environment.
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Schoenleber, Michelle. "Ending the Competition to Better Understand Emotional Processes in Borderline Personality Pathology: Commentary on Gunderson et al." Journal of Personality Disorders 32, no. 2 (April 2018): 185–91. http://dx.doi.org/10.1521/pedi.2018.32.2.185.
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In reviewing four prominent theories, Gunderson et al. (2018) incidentally highlight for the reader the need for new collaborative research efforts that draw together scholars representing these various theories o borderline personality pathology. Many avenues for such research exist that have the potential to improve o r overall understanding of the development, maintenance and possible treatment of borderline personality pathology in ways that research grounded in just one theory does not. Herein, the similarities and differences among these theories in their assumptions with regard to emotional baselines and sequences of emotion (i.e., primary and secondary emotional reactions) are discussed as one important direction for cross-theory research collaborations.
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Picard, Sarah. "Collaborative Conversations About Second-Grade Readers." Reading Teacher 58, no. 5 (February 2005): 458–64. http://dx.doi.org/10.1598/rt.58.5.5.
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Kosheleva, I. N. "LITERATURE CIRCLES AS AN IMPLEMENTATION OF READER-RESPONSE THEORY WHEN TEACHING EXTENSIVE READING IN ENGLISH AT UNIVERSITY." Bulletin of Kemerovo State University, no. 4 (December 23, 2018): 223–31. http://dx.doi.org/10.21603/2078-8975-2018-4-223-231.
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Teaching extensive reading at university has a great potential for development of students’ linguistic, thinking and creative skills. By embracing the content of a literary work, students expand their vocabulary and increase their range of grammar constructions. Moreover, literary texts comprise a variety of social, ethical, and moral problems and are characterized by diverse conflicts. They are perceived and understood as a result of literary interpretation and are determined by readers’ life experience and attitudes, cultural and moral standards. Therefore, the reader-response theory becomes relevant, since it considers reading as transaction (interaction) between the reader and the text. It means that the meaning wasn’t put by the author once and for all but will be interpreted differently by different readers. Accordingly, there is no single interpretation of the literary work. The subject of this research is the problem of teaching extensive reading in English at university through reader-response theory. The purpose of the article is to introduce the premises of this theory making a case for its application and to describe the operation of literature circles as a local example of the scientific paradigm. The methodological framework of the research was comprised of the communicative approach to teaching English, task-based language learning and the studentcentered approach in collaborative learning. The article demonstrates that literature circles function in a group where each student performs his/her role and different layers of understanding of the literary text are uncovered through peer discussion. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with applied methodology of teaching literature. The author proves that literature circles favorably affect both students’ motivation for extensive reading and English teaching enhancement at university.
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Cottle, T. V., O. B. Krushelnitskaya, and V. A. Orlov. "Interaction of a psychologist with subjects of the educational process in US schools." Social Psychology and Society 9, no. 2 (2018): 165–78. http://dx.doi.org/10.17759/sps.2018090211.
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This article explores approaches of constructive and effective collaboration among a school psychologist and other stakeholders in the education process. Effective collaboration among all stakeholders such as students, teachers, admins, parents, and psychologists is the key point to offer a “whole child” education. High motivation for learning, positive behavior, and excellent academic results greatly depend on the strong collaborative culture and atmosphere in the school building. The presented dialog of MSUPE professors and Dr. Cottle, who has many years of experience working in American schools as a school counselor, demonstrated main points of the counseling program via social-emotional support to students at one given school. This shared experience of the school counselor is an invaluable piece of information for Russian researchers, practitioners, and especially for new professionals. This article presents a dialog among three parties which invite a reader to explore this topic from the point of view of Russian and American professionals.
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Prinz, Wolfgang, Maria Antonia Martínez-Carreras, and Marc Pallot. "From Collaborative Tools to Collaborative Working Environments." International Journal of e-Collaboration 6, no. 1 (January 2010): 1–13. http://dx.doi.org/10.4018/jec.2010091101.
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In this article we introduce the main research lines concerning CSCW and groupware, which are forming the core foundation of Collaborative Working Environments (CWE). Furthermore, we introduce the problematic aspects in CWE and the features and recommendations for the integration of CWE in organizations. Through this issue readers will learn new paradigms for the building of CWE as well as directions for measuring and planning the implementation of collaboration within enterprises with the aim of obtaining the best performance. Finally, a brief introduction of the three articles of this special issue on CWE is presented.
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Makel, Matthew C., Kendal N. Smith, Erin M. Miller, Scott J. Peters, and Matthew T. McBee. "Collaboration in Giftedness and Talent Development Research." Journal for the Education of the Gifted 43, no. 2 (March 24, 2020): 91–107. http://dx.doi.org/10.1177/0162353220912019.
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Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.
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Lykissas, Alexandra. "Popular culture’s enduring influence on childhood: Fairy tale collaboration in the young adult series The Lunar Chronicles." Global Studies of Childhood 8, no. 3 (September 2018): 304–15. http://dx.doi.org/10.1177/2043610618798932.
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Fairy tales have a long history of providing educational morals for young women, particularly children. The lessons from older fairy tales have long influenced the metanarratives regarding how women should act in our culture and contemporary versions are no different. Contemporary adaptations of these fairy tales, however, have moved the genre beyond restrictive metanarratives and are now offering new solutions to 21st-century problems like authoritarian rulers. In Marissa Meyers’ Lunar Chronicle series (2012–2015), the characters interact and work together to overcome the villain. This collaborative fairy tale is a new type of fairy tale adaptation in which the characters work together instead of focusing on their individual happily-ever-afters. My article uses postmodern and feminist literary theories along with close-reading literary analysis to examine how this young adult series shows how young adult literature has become political and is able to address adult problems in ways that are easier to process for younger readers. I focus on how the series uses the character of Levana to examine how authoritarian rulers maintain control over the populace, in order to show how the characters then work together to overthrow Levana to free the people from her oppression. This series uses collaboration to show the reader how to resolve possible problems within their own lives. Working in community then becomes as a solution for young adults who may feel disenfranchised or lonely in our increasingly divisive world. Cooperation also becomes a transgressive move against the tendency to become segregated from those around us.
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Bessant, Donna. "Collaborating to Connect Good Literature to Middle School Readers." Middle School Journal 29, no. 2 (November 1997): 8–12. http://dx.doi.org/10.1080/00940771.1997.11494491.
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Jones, Chelsea. "Review of Hill Collins, P., & Bilge, S. (2016), "Intersectionality"." Canadian Journal of Disability Studies 6, no. 4 (November 24, 2017): 210–15. http://dx.doi.org/10.15353/cjds.v6i4.390.
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Ready or not: intersectionality is sweeping across classrooms in largely student-led strokes. Luckily, Patricia Hill Collins and Sirma Bilge, women who’ve penned texts to the tune of critical inquiry and praxis for years, remind us what intersectionality means and how it emerges in their latest collaboration, Intersectionality. Their book highlights concerns with intersectionality’s institutionalization while simultaneously arguing that many colleges and universities have missed opportunities to connect with the ways students live intersectionally (through jobs, sports, care-roles, and so on) (47). Urging readers away from insincere “diversity” and “cultural competence” claims, they explain that readers with vested interested in education work in contexts where “some forms of diversity remain more desirable than others” and that taking intersectionality seriously means engaging in critical, collaborative, coalition-building work “with people who really are different” (174, 169).
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Wulff, Dan. "Readers React to Graham and Barter's “Collaboration”." Families in Society: The Journal of Contemporary Social Services 80, no. 4 (August 1999): 426–29. http://dx.doi.org/10.1606/1044-3894.1224.
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Brown, John A. "Readers React to Graham and Barter's “Collaboration”." Families in Society: The Journal of Contemporary Social Services 80, no. 4 (August 1999): 426–29. http://dx.doi.org/10.1606/1044-3894.1225.
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Doonan, Natalie. "Persevering, Preserving, and Sharing Our Mother." Canadian Theatre Review 189 (January 1, 2022): 50–54. http://dx.doi.org/10.3138/ctr.189.010.
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This article describes a pandemic bread-making project devised as part of a graduate-level Digital Storytelling course in the Communication Department at l’Université de Montréal. The relations between bread making and storytelling are analyzed through the framework of correspondence art, an art movement that emphasizes networking, collaboration, and modes of free circulation. The article will be of particular interest to educators in the fine arts, social sciences, and humanities who are seeking ways to encourage critical thinking about this global crisis and to provide opportunities for collaborative exchange among students. Readers are invited to participate in the project.
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Dance, L. Janelle, Rochelle Gutiérrez, and Mary Hermes. "More Like Jazz Than Classical: Reciprocal Interactions Among Educational Researchers and Respondents." Harvard Educational Review 80, no. 3 (September 1, 2010): 327–52. http://dx.doi.org/10.17763/haer.80.3.647281lu61582r82.
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In this article, educational scholars L. Janelle Dance, Rochelle Gutiérrez, and Mary Hermes share insights from their lived experience as qualitative researchers trying to work in collaboration with diverse populations. They refer to these insights as "improvisations on conventional qualitative methods," reminding readers that their methodological approaches have been more collaborative than unilateral, more fluid than unyielding, more like the reciprocal creativity of jazz than the directed orchestration of classical music. Calling on us to expand our previous conceptions of cultural intuition and reciprocity, these authors offer powerful examples of how their communities shaped their research processes.
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Hemmert, Fabian, Elizabeth Bradford, Erik Caetano, Friedrich Kegel, Eva Licht, and Marco Höwer. "Embedded Computation versus Embodied Interaction: Connected Objects for Connected Thinking." i-com 17, no. 3 (December 19, 2018): 237–45. http://dx.doi.org/10.1515/icom-2018-0023.
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AbstractWhat will future creativity-based work in collaboration with ubiquitous, AI-driven systems be like? In this paper, we argue that following a ‘tangible interaction’ approach can be beneficial in this context. We describe six connected objects that illustrate how the quality of future creative work could be designed. The objects aim to shape embedded computation in ways that support embodied interaction. They include a place for sacrificing one’s phone, an olfactory calendar, a reader/writer for cloud data in everyday objects, a concrete-based data logger, a slot machine for recombining old ideas into new ones, and a dimmer for artificial intelligence. We summarize the results of a critical reflection of the prototypes in an argument for designing interactions that foster collaborative creative processes between embodied humans in a world of embedded computation.