Conversation-Based Librarianship: A New Potential for Community Knowledge

The library plays a vital role as community center, a space where people of all backgrounds can come together and, more critically, a space for conversation. Conversation builds community and, as I argue in this article, fosters learning and supports our deepest-held value of intellectual freedom. These functions are particularly urgent at a time when community conversation has become increasingly rare. Libraries are in a unique position to provide a safe and trusted place for meaningful community-wide conversations. This article explores the nature of productive conversation, how this kind of conversation builds knowledge, and touches upon the different forms a library-supported conversation can take.     

From Grand Narratives of Democracy to Small Expectations of Participation

This article critically examines the invocation of democracy in the discourse of audience participation in digital journalism. Rather than simply restate the familiar grand narratives that traditionally described journalism's function for democracy (information source, watchdog, public representative, mediation for political actors), we compare and contrast conceptualisations of the audience found within these and discuss how digital technologies impact these relationships. We consider how “participatory” transformations influence perceptions of news consumption and draw out analytic distinctions based on structures of participation and different levels of engagement. This article argues that the focus in digital journalism is not so much on citizen engagement but rather audience or user interaction; instead of participation through news, the focus is on participation in news. This demands we distinguish between minimalist and maximalist versions of participation through interactive tools, as there is a significant distinction between technologies that allow individuals to control and personalise content (basic digital control) and entire platforms that easily facilitate the storytelling and distribution of citizen journalism within public discourse (integrative structural participation). Furthermore, commercial interests tend to dominate the shaping of digital affordances, which can lead to individualistic rather than collective conceptualisations. This article concludes by considering what is gained as well as lost when grand visions of journalism's roles for democracy are appropriated or discarded in favour of a participation paradigm to conceptualise digital journalism.     

Pedagogy of the Impossible: Žižek in the Classroom

If knowledge is socially constructed, then students' discursive attachments should be eminently malleable. Students' radical openness to change, however, is not the defining characteristic of a university classroom. Instead, learners appear to desire coherence of knowledge over revelations of contingency, and pedagogical acts that disrupt existing formations are as likely to produce reactionary responses as revolutionary reorganizations of the self. In this article Chris McMillan argues that neither the constructivist nor the social constructionist readings of critical pedagogy are able to account for this fixity of knowledge. In response he contends that Slavoj ?i?ek's Lacanian‐inspired theory of subjectivity and of the Real can effectively respond to the limitations of these approaches by insisting upon the pedagogical value of the lack within subjectivity. A ?i?ekian conception of subjectivity is able to respond to this lacuna by positing the negativity of the subject as the agent of transformation and to produce a “pedagogy of the impossible” that evokes the moments of impossibility within discourse embodied by the subject qua the Lacanian Real.     

Waist‐High and Knee‐Deep: Humane Learning Beyond Polemics and Precincts

In this essay, Chris Higgins sets out to disentangle the tradition of humane learning from contemporary distinctions and debates. The first section demonstrates how a bloated and incoherent “humanism” now functions primarily as a talisman or a target, that is, as a prompt to choose sides. It closes with the image of Doris Salcedo's Shibboleth, suggesting that humanism is more like the uncertain footing of Salcedo's fissure than the footholds on either side. The second section suggests that this “alien humanism” is hiding in plain sight, requiring us only to read an inch beyond the poster‐ready copy fueling the polemics. Even a cursory glance at the texts from which these epitomes are drawn — from Terence's “Nothing human is foreign to me,” through Shakespeare's “What a piece of work is a man,” to Arnold's “The best of what has been thought and said” — is enough to reconnect us with a tradition stranger and more dynamic than that portrayed by boosters and knockers alike. The third section explores the tensions between the research university and the tradition of humane letters it has come to house, arguing that it will not do to escape this rancor by hiding behind the functionalist, and ultimately circular, term “humanist,” defined as one who does research in the humanities. The final section shows that if this older tradition pulls away, to some extent, from the modern humanities, it simultaneously embraces scientific and professional fields, as demonstrated by the long tradition of the physician‐humanist.     

Critical incidents as formative influences on the work of educational researchers: understanding an insider perspective through narrative enquiry

Drawing on insights from phenomenological sociology and various strands of socio-cultural theory, this paper reports the findings of a qualitative investigation into critical incidents as formative influences in the research orientation and research cultivation of 22 academics working in research-intensive university education departments. The study first outlines the context in which educational research has taken place, focusing on evidence of tension and conflict associated with differences in epistemological and professional orientation. The research findings indicate two ideal-type categories of educational research professional: the ‘intellectual-academic’, motivated primarily by the intellectual virtue of research excellence and accountability to the academic community; and the ‘humanistic-professional’, motivated by service to the wider community. It is concluded that a synergy of both orientations is necessary in producing quality research that is both rigorous and meaningful to a constituency of stakeholders extending beyond the immediate interests of academe.     

Gun Violence and the Meaning of American Schools

In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: “Why are schools conceptualized as appropriate places to enact this form of gun violence?” The authors analyze the social meaning of American schooling by using empirical data, everyday observations, films, and poetry, and then connect these points of meaning to stories of individual school shooters. Through this analysis, three aspects of school stand out. First, schools are places of both real and symbolic violence, where force and power often rule the day. Second, schools are places connected to expectations of hope and refuge, friendship and romance, and when these expectations are not met, bitter resentment flows against schools. Third, suburban schools are seen as places of expressive individualism, which, in rare cases, is manifest in terms of “expressive violence.” Together, these points of meaning can make schools, for some youth, seem like appropriate places to express violent intentions. The essay concludes by speculating about how this analysis can be applied to prevent school shootings.     

Teacher education students using TPACK in science: a case study

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts.