Reactivity without legitimacy? Online consumer reviews in the restaurant industry

In recent years, web sites where individual consumers can rate and review goods and services have mushroomed all over the Internet. Restaurants are particularly affected by online reviewing. If the impact of online consumer reviews (OCRs) on the demand side of markets is now well understood and measured, few studies examine the reception of this new evaluation method by those who are assessed. Based on interviews with French restaurant managers, our research shows that OCRs systems reconfigure relations of accountability in the restaurant industry. We use the notion of reactivity to describe the mechanisms through which the new evaluation system transforms the activity of restaurants. We also examine the affects surrounding the reception of ratings and reviews by restaurant managers and the moral criteria that accompany their discourses on online reviews. Many restaurants consider online reviews as a brutal and hypocritical mode of judgment. The judgment produced by online ratings and reviews is not easily borne by restaurant managers, because it challenges the conventions of quality they had previously internalized as legitimate, that is, those produced by professional experts. We interpret this ambivalent reception as the unfinished movement of transforming a performative reputation device into a legitimate evaluation institution.     

‘It's The Catcher in the Rye… He said it was the kind of book you made your own': Finding Holden in Contemporary YA Literature

Published in 1951,The Catcher in the Rye encapsulated teenage angst. Some time ago David Belbin mused about the influence of Catcher on the proliferation and popularity of YA literature. Salinger's recent death has sparked a renewed interest in his work and more attention on Holden and his inheritors. This article discusses how five recent adolescent novels, with male protagonists, mirror Holden's adolescent paralysis. They exist in a liminal state between childhood and adulthood, attempting to understand the phonies around them. These protagonists help define the nature of the ‘lost’ adolescent in the current golden age of YA literature.     

表现主义论争：起因、内容及其思考

表现主义作为德国现代主义文艺思潮，在美术、文学、电影、音乐和建筑等领域都取得了明显的成就，但在表现主义文艺思潮沉寂之后的1937—1938年间的关于这场文艺运动的论争再次将人们的视线引向表现主义，这场论争有一定的偏向性，但论争本身也使人们加深了对表现主义的理解，该文拟对这场论证的缘起和内容进行说明，并指出这场论争的意义。     

基于建构主义的英美文学研究性教学探究

针对英美文学的教学现状及问题,探讨了建构主义理论指导下英美文学研究性教学的改革与实践,并对改革实践效果做出了初步的总结与分析。     

比较文学教学的四个关键词

比较文学作为一门学科,内容丰富、学理性强。如何使学生真正了解比较文学学科的价值、意义,使他们正确运用比较文学原理、方法,深入开展文学研究,四个关键词至关重要,即：比较;影响;可比性;变异性。学生只有充分了解关键词的含义,切实掌握了关键词的运用,比较文学的教学才能收到事半功倍的成效。     

Exploring elementary students’ perceptions of disabilities using children's literature

The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.     

Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad

This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.     

提升英语专业教师的文学素养的必要性与策略

英语专业教师作为学科建设的重要力量,肩负着语言教学和文化传播的双重使命,其自身的文学素养直接关系到教学改革的成败和人才培养的质量。而教师的文学素养作为教师知识结构的重要组成部分和人文素质的核心内容,其构建和提升是一个长期的动态的过程,需要教师个人、学校和社会的共同努力来实现。     

图书馆文献编目工作浅议

本文重点介绍和分析了现阶段图书馆编目工作环境发生的化,并提出了新形势下的编目工作对策。