#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever‐evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student‐centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration.     

Development of a ubiquitous learning platform based on a real‐time help‐seeking mechanism

The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.     

Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research conducted on PETE pre-service programs and graduates within the United States after 1990. The review defines “activity based/movement content knowledge course” as any course in which students learn the knowledge, skills, and dispositions to engage in or perform a particular sport, game, dance or other physical activity. Only one study within the review of nine total studies focuses solely on dance content within PETE pre-service programs. This review also analyzes the placement of dance content knowledge within the Society for Health and Physical Educators (SHAPE America) Grade Level Outcomes for K–12 Physical Education (PE). Suggestions are made for future research and methodological considerations for dance content knowledge and pedagogical content knowledge in PETE pre-service programs.     

Trends in information behavior research, 1999-2008: A content analysis

A content analysis of articles published between 1999 and 2008 in the area of information behavior yielded results directly comparable to previous research and demonstrated little change in research methods employed, relative interest in particular user groups, or attention to affective variables. However, interdisciplinarity of the literature has increased, and it appears that the proportions of researchers and practitioners contributing to the literature in this area have reversed: now a majority of authors are researchers. This suggests an increase in scholarly activity in the area, a finding consistent with other recent reviews.     

Words on the screen: broadening analyses of interactions among fanfiction writers and reviewers

Young fanfiction writers use the Internet to build networks of reading, writing and editing – literacy practices that are highly valued in schools, universities and workplaces. While prior research shows that online spaces frame multiple kinds of participation as legitimate, much of this work focuses on the extensive contributions of exceptional young authors. In this paper, we foreground the contributions of fanfiction reviewers and focus on their interactions with writers, exploring their communicative literacy practices and hypothesising about how we can make their reading and writing more visible and more effectively consider their learning practices. To do so, we conducted a linguistic analysis of fanfiction review comments on two sites, FanFiction.net and Figment.com. While fanfiction readers provide writers with an authentic audience for their creative work, our findings indicate that the review comments that they leave generally do not offer specific feedback regarding the craft of writing. For this reason, we argue that teachers' expertise is still needed in the difficult task of developing young adults' composition, peer review and critique skills.     

A concurrent model of the wilderness therapy process

Abstract

Though wilderness therapy programs are growing in number and popularity, the theoretical basis for distinguishing wilderness therapy from traditional therapeutic modalities is lacking. Existing models describing the wilderness therapy process have been stage-based, meaning the process has been conceptualized as sequential and discrete. Lost in this conceptualization of the wilderness therapy process is the dynamic and interrelated nature of therapeutic factors reasoned to be present at all times and to varying degrees. To address the limitations of stage based models and the lack of a strong theoretical basis in wilderness therapy, a concurrent model of the wilderness therapy process is proposed. This proposed model consists of three factors believed to be unique to the wilderness therapy milieu: Wilderness, Physical Self, and Social Self. The constituents of each of these factors are detailed and theoretical rationale for inclusion provided. In addition hypotheses about the intensity of each of these factors are discussed as a function of the temporal progression of the wilderness experience (e.g. entrance into wilderness program, exiting wilderness program). Advantages of the proposed model as well as suggestions for model testing and refinement are included.