Relevant bibliographies by topics / English literature – 21st century

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English literature – 21st century'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "English literature – 21st century"

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Aprilliandari, Dwi Indra. "Contemporary online Indonesian folk literature for 21st century learners." UAD TEFL International Conference 2 (January 19, 2021): 227. http://dx.doi.org/10.12928/utic.v2.5763.2019.

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This research intends to acknowledge the advantages of contemporary online Indonesian folk literature for 21st century learners. The 21st century is a technology era where information can be spread faster and an internet connection is the most important thing to share all the information around the world. It is qualitative research which are aimed at revealing the use of Indonesian folk literature for Indonesian learners which learn English as a foreign language. There is still a lack of research about Indonesian folk literature for 21st century learners; therefore, this research is significant to be conducted. The finding of this research can be described as follows: First, contemporary online Indonesian folk literature is as an instructional media that combine the positive sides of traditional mode such as define, extract and deliver the moral values contain in literary works with technology use to keep, improve and engage the students’ interest to learn English but reminds to keep their culture roots. Second, technology improves the learners to combine the traditional and modern ways of learning. Third, 21st century skills help the learners to be able to compete in this era.
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Khabibullina, Lilia F. "Postcolonial Trauma in the 21st-Century English Female Fiction." Imagologiya i komparativistika, no. 15 (2021): 89–104. http://dx.doi.org/10.17223/24099554/15/5.

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The postcolonial fiction of the 21st century has developed a new version of family chronicle depicting the life of several generations of migrants to demonstrate the complexity of their experience, different for each generation. This article aims at investigating this tradition from the perspective of three urgent problems: trauma, postcolonial experience, and the “female” theme. The author uses the most illustrative modern women’s postcolonial writings (Z. Smith, Ju. Chang) to show the types of trauma featured in postcolonial literature as well as the change in the character of traumatic experience, including the migrant’s automythologization from generation to generation. There are several types of trauma, or stages experienced by migrants: historical, migration and selfidentification, more or less correlated with three generations of migrants. Historical trauma is the most severe and most often insurmountable for the first generation. It generates a myth about the past, terrible or beautiful, depending on the writer’s intention realized at the level of the writer or the characters. A most expanded form of this trauma can be found in the novel Wild Swans by Jung Chang, where the “female” experience underlines the severity of the historical situation in the homeland of migrants. The trauma of migration manifests itself as a situation of deterritorialization, lack of place, when the experience of the past dominates and prevents the migrants from adapting to a new life. This situation is clearly illustrated in the novel White Teeth by Z. Smith, where the first generation of migrants cannot cope with the effects of trauma. The trauma of selfidentification promotes a fictitious identity in the younger generation of migrants. Unable to join real life communities, they create automyths, joining fictional communities based on cultural myths (Muslim organizations, rap culture, environmental organizations). Such examples can be found in Z. Smith’s White Teeth and On Beauty. Thus, the problem of trauma undergoes erosion, because, strictly speaking, with each new generation, the event experienced as traumatic is less worth designating as such. Compared to historical trauma or the trauma of migration, trauma of self-identification is rather a psychological problem that affects the emotional sphere and is quite survivable for most of the characters.
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Bernstein, Lisa. "10. Teaching World Literature for the 21st Century: Online Resources and Interactive Approaches." Collected Essays on Learning and Teaching 6 (June 17, 2013): 54. http://dx.doi.org/10.22329/celt.v6i0.3769.

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This paper introduces a pedagogical approach and strategies for using online resources and interactive media to teach in English about writers and writing from around the world without colonizing or excluding other languages and cultures. First, I explain the context and challenges of teaching world literature: the importance of including diverse works and authors; competing definitions and information overload; barriers to international availability and accessibility of non-dominant works and of non-English languages; and students’ limited historical and cross-cultural knowledge. I then show how faculty can incorporate open-source Internet and interactive multimedia resources into world literature courses in ways that allow alternative and outsider voices to challenge and expand national, ethnic, linguistic, socio-political, and disciplinary boundaries. Faculty can use web resources such as blogs and wikis; online self-publishing and translation sites; maps, timelines, primary documents, and other sources of historical and socio-political context; and social media platforms to create a more inclusive notion of world literature, as well as a learning process that is dynamic, collaborative, and relevant to students’ daily lives.
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Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.

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Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.
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Ottestad, Einar, and Daniel S. Orlovich. "History of Peripheral Nerve Stimulation—Update for the 21st Century." Pain Medicine 21, Supplement_1 (August 1, 2020): S3—S5. http://dx.doi.org/10.1093/pm/pnaa165.

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Abstract Objective To present a history of the development of peripheral nerve stimulation. Methods Narrative literature review. Results Peripheral nerve stimulation has a history stretching from Scribonius Largus and eels in Mesopotamia to Michael Farady’s discovery in London, the German-English physician Julius Althaus’s application of electricity to a peripheral nerve, the sensational “Electreat” in the United States, to the application by Wall and Sweet of the gate theory proposed by Melzack and Wall to specialized neurosurgeons. Conclusions This is now a modern field in clinical neuroscience and medicine with improved technology, renewed interest by a diverse range of specialties, and accessibility with ultrasound.
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Shahrol, Siti Julia Mohd, Shahida Sulaiman, Mohd Razak Samingan, and Hasnah Mohamed. "A Systematic Literature Review on Teaching and Learning English Using Mobile Technology." International Journal of Information and Education Technology 10, no. 9 (2020): 709–14. http://dx.doi.org/10.18178/ijiet.2020.10.9.1447.

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Mobile technology has become increasingly popular in the past decade and provides a chance to move forward towards 21st century education. The art of teaching and learning English with the adoption of mobile technology creates a different learning environment for both teachers and students. Hence, reviewing existing works systematically is crucial in finding the gaps in teaching and learning English using mobile technology. A Systematic Literature Review (SLR) is conducted to identify important factors influenced in the teaching and learning English using mobile technology and existing studies in overcoming the issues. The results show that providing suitable educational technology is one of the key success factors to enhance teaching and learning English. This paper reports the key gap and limitation in current studies that focus on teaching and learning English using mobile technology.
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ChungChungHo. "Eighteenth-Century English Literature and Critique of Modernity: Notes towards Pre-/Anti-/Post-modern(ity) in the 21st Century." English & American Cultural Studies 10, no. 3 (December 2010): 221–50. http://dx.doi.org/10.15839/eacs.10.3.201012.221.

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Mohd Ali, Suraini, Haliza Harun, Normazla Ahmad Mahir, Norhaili Massari, Noor Saazai Mat Saad, and Keith Simkin. "Meeting The Demands Of The 21st Century English Language Learning Through PBL-LcCRAFT." GEMA Online® Journal of Language Studies 18, no. 2 (May 28, 2018): 255–66. http://dx.doi.org/10.17576/gema-2018-1802-17.

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Phadvibulya, Tavicha, and Sudaporn Luksaneeyanawin. "HybridNTELL Model: An Alternative Formula to Foster 21st Century Autonomous EFL Learners." MANUSYA 11, no. 2 (2008): 56–88. http://dx.doi.org/10.1163/26659077-01102004.

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This paper examines the design and development process of a Hybrid network technology-enhanced language learning (HybridNTELL) model and evaluates its effectiveness. The model is grounded in a Vygotsky-inspired social constructivism approach to foreign language learning. The concepts of Zone of Proximal Development (ZPD) and Mediation underlie the model design framework, generating interactive content-based instruction in a community of practice. The aim of the HybridNTELL model is to foster the EFL learner autonomy required to live and work in a 21st century knowledge-based community. Four dimensions of autonomy were formulated based on literature on social constructivist theory and the current thinking on learner autonomy. The four interactive dimensions were used to inform four different types of task design: reactiveinterdependence, reactive-independence, proactive-interdependence and proactiveindependence which are the key components of the HybridNTELL model. Two platforms for applying the model in an EFL context are asynchronous online communication on a discussion board and synchronous face-to-face communication in the classroom. The use of two specific platforms complementary creates a hybrid learning environment. To evaluate the model’s effectiveness, ninety first year Chulalongkorn University students were recruited in experiment by stratified random sampling method. The students participated in a HybridNTELL environment during a one-semester English foundation course which is compulsory for non-English major students. Findings suggest that the HybridNTELL model yields positive effects on EFL learning autonomy development based on an assessment of the improvement in students’ English proficiency, achievement test scores, curriculum-based holistic performance development and objective language development.
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Nourse, Sir Martin. "LAW AND LITERATURE – THE CONTRIBUTION OF LORD DENNING." Denning Law Journal 17, no. 1 (November 23, 2012): 1–18. http://dx.doi.org/10.5750/dlj.v17i1.301.

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At the beginning of the 21st century an audience consisting mainly of lawyers will not need to be persuaded that the law has a contribution to make to literature or, at any rate, that it has a literature of its own. A hundred years ago it might have been different. The Oxford Book of English Prose, published in 1925, contained extracts from only three reported judgments. By a coincidence, it was in the Yale Review of the same year that Benjamin Cardozo’s Law and Literature first appeared, since when the opinion has been growing, certainly amongst lawyers, that there must be something in it.
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Dissertations / Theses on the topic "English literature – 21st century"

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Musty, Emma. "A short history of lines." Thesis, Aberystwyth University, 2016. http://hdl.handle.net/2160/c4aa2292-b43a-4d1f-bb59-b3cea766cb02.

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Moore, Marshall. "Inhospitable : a novel." Thesis, Aberystwyth University, 2016. http://hdl.handle.net/2160/17c43877-5c4e-4d9b-b0aa-881667fbd5c0.

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Raulerson, Joshua Thomas. "Singularities: technoculture, transhumanism, and science fiction in the 21st Century." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2968.

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A spectre is haunting contemporary technoculture: the spectre of Singularity. Ten years into a century thus far characterized chiefly by the catastrophic failure of global economic and political systems, deepening ecological anxieties, and slow-motion social crisis, the only sector of our collective cultural myth of Progress still vibrantly intact is the technological - a project which, in vivid contrast to the systemic failure that seemingly prevails at nearly every other level, continues to charge forward at breakneck speed. Since the late twentieth century, prompted by the all-but-exponential growth of machine intelligence and global information networks, and by the still largely obscure but increasingly profound-seeming implications of emerging nanotechnology, futurists and fabulists alike have postulated an imminent historical threshold whereupon the nature of human existence will be radically and irrevocably transformed in a sudden explosion of technological development. This moment of transcendence, it is supposed, is at most only a few years off; indeed, some say, it may have already begun. The "Singularity" - a term coined in 1986 by the mathematician and science fiction writer Vernor Vinge, and subsequently adopted throughout technocultural discourse - is at present the primary site of interpenetration between technoscientific and science-fictional figurations of the future, an area in which the longstanding binary distinctions between science and SF, and between present and future, are rapidly dissolving. As much as the Singularity thesis implies a total reorganization of society and of the self - which posthumanist cultural studies and cyborg theory have already begun mapping - it also poses a daunting existential challenge to the enterprise of SF itself, to the extent that the Singularity imposes what Vinge has described as "an opaque wall across the future," an impenetrable cognitive obstacle beyond which the extrapolative imagination cannot glimpse. For a genre long defined by its efforts to assert, through the narrative technique of extrapolation, a meaningful continuity between present and future, the Singularity presents a thorny problem indeed, demanding both a reevaluation of SF's conception of and orientation toward the future, and a new narrative model capable of grappling with the alien and often paradoxical complexity of the postsingular. This study is an inquiry into the properties and problematics of Singularity across fictional and nonfictional discourses, and as such it operates on two levels. Reading Singularitarian literature against a broadly articulated context of fringe-science and transhumanist movements, consumer culture, political and economic theory, and related areas of contemporary cyber- and technoculture, I examine how the metaphor of Singularity structures and signifies the aspirations and anxieties of late-twentieth and early twenty-first century technocivilization. As a project of literary criticism specifically, the study works to identify and theorize a grouping of texts that is emerging from cyberpunk and postcyberpunk tendencies in contemporary SF, organized around the premises of Singularity and the posthuman, and classifiable primarily in terms of an attempt to mount a response to the formal and conceptual problems Vinge has identified. Primary readings are drawn from a wide-ranging selection of twentieth- and twenty-first-century technocultural fiction, with emphasis on SF works by Charles Stross, Cory Doctorow, Neal Stephenson, Bruce Sterling, Rudy Rucker, and William Gibson.
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Smit, Willem Jacobus. "Becoming the third generation: negotiating modern selves in Nigerian Bildungsromane of the 21st century." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2335.

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Thesis (MA (English))--University of Stellenbosch, 2009.
ENGLISH ABTRACT: In recent years, original and exciting developments have been taking place in Nigerian literature. This new body of literature, collectively referred to as the ―third generation‖, has lately received international acclaim. In this emergent literature, the negotiation of a new, contemporary identity has become a central focus. At the same time, recent Nigerian literary texts are articulating responses to various developments in the Nigerian nation: Nigeria‘s current political and socio-economic situation, diverse forms of cultural hybridisation, as well as an increasing trans-national consciousness, to mention only a few. Three 21st-century novels – Chimamanda Nogzi Adichie‘s Purple Hibiscus (2004), Sefi Atta‘s Everything Good Will Come (2004) and Chris Abani‘s GraceLand (2005) – reveal how new avenues of identity-negotiation and formation are being explored in various contemporary Nigerian situations. This study tracks the ways in which the Bildungsroman, the novel of self-development, serves as a vehicle through which this new identity is articulated. Concurrently, this study also grapples with the ways in which the articulation and negotiation of this new identity reshapes the conventions of the classical Bildungsroman genre, thereby establishing a unique and contemporary Nigerian Bildungsroman for the 21st century. The identity that is being negotiated by the third generation is multi-layered and inclusive, as opposed to the exclusive and unitary identities which are observable in Nigerian novels of the previous two generations. Such inclusivity, as well as the hybrid environments in which this identity is being negotiated, results in a form of ―identity layering‖. Thus, the individual comes into being at the point of intersection, overlap and collision of various modes of self-making. Such ―layering‖ allows the individual, albeit not without challenge, to perform a self-styled identity, which does not necessarily conform to the dictates of society. At the same time, the identity is negotiated by means of an engagement, in the form of intertextual dialoguing, with Nigeria‘s preceding literary generations. The most prominent arenas in which this new identity is negotiated include silenced domestic spaces, religo-cultural traditions, constructs of gender and nation, as well as in multicultural and hybrid communities. The investigation conducted in this thesis will, consequently, also focus on such areas of Nigerian life, as they are portrayed in the focal texts. Various theories of literary analysis (some of which specifically focus on Nigeria), Bildungsroman theory, theories of allegory, (imaginative) nation formation, feminism, gender and performativity, as well as theories of cultural identity and cultural exchanges, will form the critical and theoretical framework within which this investigation will be executed. Chapter One explores how Purple Hibiscus‘s protagonist, Kambili Achike, negotiates her gender identity and voice in order to constitute herself as an independent, self-authoring individual. Chapter Two, which focuses on Everything Good Will Come, investigates the dialectic relationship between Enitan Taiwo‘s national and personal identity, which inevitably leads to her quest to reconceive her gender identity, since national identity, as she finds out, is always an engendered construct. In its analysis of GraceLand, Chapter Three turns to the difficulties that Elvis Oke faces when he attempts to negotiate an alternative masculine identity within a rigid patriarchal system and between the cracks of a fraudulent African modernity.
AFRIKAANSE OPSOMMING: In die afgelope paar jaar was daar opwindende, oorspronklike ontwikkelinge in Nigeriese literatuur. Hierdie nuwe literatuurkorpus, wat gesamentlik bekend staan as die ―derde generasie, het onlangs internasionale erkenning ontvang. In hierdie opkomende literatuur, kry die soeke na 'n nuwe, kontemporêre identiteit ‘n sentrale fokus. Terselfdertyd reageer onlangse Nigeriese literêre werke met verskeie ontwikkelinge in die Negeriese nasie: Nigerië se huidige politieke en sosio-ekonomiese situasie, diverse vorme van kultuurverbastering asook 'n toenemende trans-nasionale bewustheid, om maar ‘n paar te noem. Drie 21ste eeuse romans – Chimamanda Nogzi Adichie se Purple Hibiscus (2004), Sefi Atta se Everything Good Will Come (2004) en Chris Abani se GraceLand (2005) – onthul hoe nuwe kanale van identiteidsonderhandeling en –vorming in verskeie kontemporêre Nigeriese situasies ondersoek word. Hierdie studie ondersoek die maniere waarop die Bildungsroman, die roman van selfontwikkeling, as ‗n medium dien waardeur hierdie nuwe identiteit geartikuleer word. Terselfdertyd sal hierdie studie ook worstel met die maniere waarin die artikulasie en soeke na hierdie nuwe identiteit die konvensies van die klassieke Bildungsroman genre hervorm, en daardeur 'n unieke en kontemporêre Nigeriese Bildungsroman vir die 21ste eeu vestig. Die identiteit wat ontwikkel deur die derde generasie is veelvlakkig en inklusief en staan teenoor die eksklusiewe, eenvormige identiteite wat in Nigeriese romans van die vorige twee generasies opgemerk word. Hierdie inklusiwiteit, sowel as die hibriede omgewings waarin hierdie identeite ontwikkel word, lei tot die vorming van identiteitslae. Die individu kom dus tot stand by die kruising, oorvleueling en botsing van verskillende metodes van selfvorming. Hierdie vorming van lae laat die individu toe, alhoewel nie sonder uitdagings nie, om 'n selfgevormde identiteit te hê wat nie noodwndig aan die eise van die gemeenskap voldoen nie. Terselfdertyd word hierdie identiteit onderhandel deur ‗n skakeling met Nigerië se voorafgaande literêre generasies in die vorm van intertekstuele dialoog. Die mees prominente omgewings waar hierdie nuwe identiteit onderhandel word, sluit stilgemaakte huishoudelike spasies, religieus-kulturele tradisies, konstrukte van gender en nasie, sowel as multi-kulturele en hibriede gemeenskappe in. Die ondersoek wat in hierdie tesis uitgevoer sal word, sal daarom ook fokus op hierdie areas van Nigeriese lewe, soos deur die fokale tekste voorgestel. Verskeie teorieë van literêre analise (sommige wat spesifiek op Nigerië fokus), Bildungsromanteorie, teorieë van allegorie, (denkbeeldige) nasievorming, feminisme, gender en performatiwiteit, sowel as teorieë van kultuuridentiteit en -uitruiling, vorm die kritiese en teoretiese raamwerk waarbinne hierdie ondersoek uitgevoer sal word. Hoofstuk een ondersoek hoe Purple Hibiscus se protagonist, Kambili Achike, haar genderidentiteit onderhandel en uitdrukking gee om haarself as onafhanklike, self-skeppende individu te vorm. Hoofstuk twee, wat fokus op Everything Good Will Come, ondersoek die dialektiese verhouding tussen Enitan Taiwo se nasionale en persoonlike identiteit, wat onvermydelik lei tot die herbedenking van haar genderidentiteit, aangesien nasionale identiteit, soos sy uitvind, altyd 'n gekweekte konstruk is. In sy analise van GraceLand, draai Hoofstuk drie om die moeilikhede wat Elvis Oke in die gesig staar wanneer hy probeer om ‘n alternatiewe manlike identiteit te onderhandel in 'n rigiede patriargale sisteem tussen krake van 'n bedrieglike Afrika-moderniteit.
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Williams, Colby D. "Reading 9/11 in 21st Century Apocalyptic Horror Films." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/english_theses/116.

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The tragedy and aftermath of the 9/11 terrorist attacks are reflected in American apocalyptic horror films that have been produced since 2001. Because the attacks have occurred only within the past ten years, not much research has been conducted on the effects the attacks have had on the narrative and technological aspects of apocalyptic horror. A survey of American apocalyptic horror will include a brief synopsis of the films, commentary on dominant visual allusions to the 9/11 attacks, and discussion of how the attacks have thematically influenced the genre. The resulting study shows that the terrorist attacks of September 11, 2001, have shaped American apocalyptic horror cinema as shown through imagery, characters, and thematic focus of the genre.
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Carstens, Johannes Petrus (Delphi). "Uncovering the apocalypse : narratives of collapse and transformation in the 21st century Fin de Siècle." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85700.

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Thesis (PhD)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: This dissertation examines the idea of apocalypse through the lens of science fiction (sf) written during the current fin de siècle period. I have dated this epoch, known as the information era, as starting in 1980 with the advent of personal computing and ending in approximately 2020 when the functional limits of silicon-based digital manufacturing and production are expected to be reached. By surveying the field of contemporary sf, I identify certain trends and subgenres that relate to particular aspects of apocalyptic thought, namely, conceptions of the ‘terror of history,’ the sublimity of accelerated techno-scientific advance, the ‘affective turn’ in media-culture and posthuman philosophy. My principal method of inquiry into how the apocalypse is imagined or ‘figured’ in sf is the concept of hyperstition – a neologism (combining the words ‘hyper’ and ‘superstition’) coined by the Cybernetic Culture Research Unit (CCRU). Hyperstition describes an aesthetic response whereby cultural fictions – principally, ideas relating to apocalypse – are imagined as transmuting into material realities. I begin by scrutinizing two posthumanist works of theory-fiction (theory written in the mode of sf) by the CCRU and 0rphan Drift which anticipate immanent human extinction and imagine the inception of a new evolutionary cycle of machine-augmented evolution This sensibility is premised on the sociallydestabilising cycles of exponential growth that characterise information-era technological developments, particularly in the digital industries, as well as the accelerated human impact on the natural environment. Central to my argument is the romantic materialist philosophy of Deleuze and Guattari and their concepts of accelerationism, schizoanalysis and Bodies without Organs (BwO’s). Their ontology is constructed around the idea that exponential rates of development necessitate a new aesthetic paradigm that ventures beyond philosophies of human access. The narrative of apocalypse, approached from this perspective, can be interpreted in catastrophic or anastrophic terms; either as a permanent ending or as the beginning of something radically new. Using hyperstition, I also investigate the sf of Russell Hoban, Michael Swanwick, Brian Stableford, Charles Stross, Dan Simmons, M. John Harrison and Paul McAuley to see not only how these authors interpret the concept of cultural acceleration, but also to identify common threads. Countering the catastrophic ‘death of affect’ postulated by theorists such as Jean Baudrillard and Paul Virilio with the anastrophic rejoinder of cyberdelic information-era countercultures, I conclude by investigating the new ‘affective turn’ in contemporary media theory. The works of theoretical fiction and sf that I investigate are informed, as I demonstrate, by the Situationist techniques of psychogeography, dérive and detournement, as well as by the literary tropes of 18th and 19th century fin de siècle Gothic and dark Romantic fiction.
AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek die idee van apokalips deur die oogpunt van wetenskap fiksie (wf) soos geskryf gedurende die huidige ‘fin de siècle’ tydperk. Ek dateer hierdie epog, bekend as die inligtings-era, as die tydperk wat in 1980 begin met die koms van persoonlike rekenaars en nagenoeg eindig in 2020, wanneer die funksionele limiete van silikon gebaseerde digitale vervaardiging en produksie na verwagting bereik sal word. Deur die veld van kontemporêre wf in oënskou te neem, identifiseer ek sekere neigings en sub-genres wat vergelyk met sekere kenmerke van apokaliptiese denke, naamlik: begrippe soos die ‘verskrikking van geskiedenis’, die verhewendheid van versnelde tegno-wetenskaplike vooruitgang, die ‘emosionele omkeer’ in media-kultuur en post-humanistiese filosofie. My primêre metode van ondersoek van hoe die apokalips voorgestel of ‘beskryf’ kan word in wf, is die begrip van hiper-bygelowigheid - ‘n neologisme (samevoeging van die woorde ‘hiper’ en ‘bygeloof’) soos geskep deur die Kubernetiese Kultuur Navorsings-Eenheid (KKNE) en Nick Land, medestigter van die KKNE. Hiper-bygelowigheid beskryf die proses waarvolgens kulturele versinsels - hoofsaaklik opvattings met betrekking tot apokalips – in materiële realiteite omgeskakel kan word. Ek ondersoek ek twee post-humanistiese werke van teorie-fiksie (teorie geskryf volgens die wf metode) deur KKNE en 0rphan Drift, wat inherente menslike uitwissing verwag en die ontstaan van ‘n nuwe evolusionêre siklus van masjien-toename voorstel. Hierdie proses is gebaseer op die sosiaal-destabiliserende siklus van eksponensiële groei wat kenmerkend is van die inligtings-era se tegnologiese ontwikkelinge, veral in die digitale industrie, sowel as versnelde menslike impak op die natuurlike omgewing. Die kern van my beredenering is die goties-materialisties-teoriese standpunt soos deur Land ingeneem, sowel as die romanties-materialistiese filosofie van Deleuze en Guattari. Hierdie gevalle van neo-materialistiese (of objek-georiënteerde) filosofië word toegelig deur ‘n apokalipties-teoretiese basis bekend as akseleerasionisme. Hierdie uitgangspunt is ontwikkel rondom die idee dat die eksponensiële tempo van ontwikkeling ‘n klimaks sal bereik in ‘n evolusionêre ‘wipplank punt’ en dat ‘n nuwe estetiese paradigma nodig is wat dit bokant die filosofie van menslike vermoë kan waag sodat daar oor hierdie waarskynlikheid geteoretiseer kan word. Die beskrywing van apokalips, soos vanuit hierdie oogpunt beskou, kan vertolk word in beide katastrofiese of anastrofiese terme of as ‘n permanente einde of as die begin van iets wat radikaal nuut sal wees. Deur gebruik te maak van die hiperbygelowigheidsteorie, wat ‘n onderafdeling is van akseleerasionisme, ondersoek ek WF van Russell Hoban, Michael Swanwick, Brian Stableford, Charles Stross, Dan Simmons, M. John Harrison and Paul McAuley ten einde vas te stel hoe hierdie skrywers die konsep van kulturele akseleerasie interpreteer, maar ook om gemeenskaplike leidrade te identifiseer. Met teenargumentering ten opsigte van die katastrofiese ‘dood van affek’ gepostuleer deur teoretici soos Jean Baudrillard en Paul Virillio met die anastrofiese samevoeging van kuberdeliese inligtings-era-kontra-kulture, ondersoek ek die nuwe ‘gemoedsomkeer’ in kontemporêre mediateorie. Die werke van teoretiese fiksie, sowel as baie van die ander gevalle van wf wat ek ondersoek en soos deur my gedemonstreer, word toegelig deur Situasienistiese tegnieke van psigo-geografie, dérive en detournement, sowel as deur die literêre menigtes van die 19de eeu ‘fin de siècle’ donker Romantiese en Gotiese fiksie.
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Nyambi, Oliver. "Nation in crisis : alternative literary representations of Zimbabwe Post-2000." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85652.

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Thesis (PhD)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: The last decade in Zimbabwe was characterised by an unprecedented economic and political crisis. As the crisis threatened to destabilise the political status quo, it prompted in governmental circles the perceived 'need‘ for political containment. The ensuing attempts to regulate the expressive sphere, censor alternative historiographies of the crisis and promote monolithic and self-serving perceptions of the crisis presented a real danger of the distortion of information about the situation. Representing the crisis therefore occupies a contested and discursive space in debates about the Zimbabwean crisis. It is important to explore the nature of cultural interventions in the urgent process of re-inscribing the crisis and extending what is known about Zimbabwe‘s so-called 'lost decade‘. The study analyses literary responses to state-imposed restrictions on information about the state of Zimbabwean society during the post-2000 economic and political crisis which reached the public sphere, with particular reference to creative literature by Zimbabwean authors published during the period 2000 to 2010. The primary concern of this thesis is to examine the efficacy of post-2000 Zimbabwean literature as constituting a significant archive of the present and also as sites for the articulation of dissenting views – alternative perspectives assessing, questioning and challenging the state‘s grand narrative of the crisis. Like most African literatures, Zimbabwean literature relates (directly and indirectly) to definite historical forces and processes underpinning the social, cultural and political production of space. The study mainly invokes Maria Pia Lara‘s theory about the ―moral texture‖ and disclosive nature of narratives by marginalised groups in order to explore the various ways through which such narratives revise hegemonically distorted representations of themselves and construct more inclusive discourses about the crisis. A key finding in this study is that through particular modes of representation, most of the literary works put a spotlight on some of the major talking points in the political and socio-economic debate about the post-2000 Zimbabwean crisis, while at the same time extending the contours of the debate beyond what is agreeable to the powerful. This potential in literary works to deconstruct and transform dominant elitist narratives of the crisis and offering instead, alternative and more representative narratives of the excluded groups‘ experiences, is made possible by their affective appeal. This affective dimension stems from the intimate and experiential nature of the narratives of these affected groups. However, another important finding in this study has been the advent of a distinct canon of hegemonic texts which covertly (and sometimes overtly) legitimate the state narrative of the crisis. The thesis ends with a suggestion that future scholarly enquiries look set to focus more closely on the contribution of creative literature to discourses on democratisation in contemporary Zimbabwe.
AFRIKAANSE OPSOMMING: Die afgelope dekade in Zimbabwe is gekenmerk deur ‗n ongekende ekonomiese en politiese krisis. Terwyl die krisis gedreig het om die politieke status quo omver te werp, het dit die ‗noodsaak‘ van politieke insluiting aangedui. Die daaropvolgende pogings om die ruimte vir openbaarmaking te reguleer, alternatiewe optekenings van gebeure te sensureer en ook om monolitiese, self-bevredigende waarnemings van die krisis te bevorder, het 'n wesenlike gevaar van distorsie van inligting i.v.m. die krisis meegebring. Voorstellings van die krisis vind sigself dus in 'n gekontesteerde en diskursiewe ruimte in debatte aangaande die Zimbabwiese krisis. Dit is gevolglik belangrik om die aard van kulturele intervensies in die dringende proses om die krisis te hervertolk te ondersoek asook om kennis van Zimbabwe se sogenaamde 'verlore dekade‘ uit te brei. Die studie analiseer literêre reaksies op staats-geïniseerde inkortings van inligting aangaande die sosiale toestand in Zimbabwe gedurende die post-2000 ekonomiese en politiese krisis wat sulke informasie uit die openbare sfeer weerhou het, met spesifieke verwysing na skeppende literatuur deur Zimbabwiese skrywers wat tussen 2000 en 2010 gepubliseer is. Die belangrikste doelwit van hierdie tesis is om die doeltreffendheid van post-2000 Zimbabwiese letterkunde as konstituering van 'n alternatiewe Zimbabwiese 'argief van die huidige‘ en ook as ruimte vir die artikulering van teenstemme – alternatiewe perspektiewe wat die staat se 'groot narratief‘ aangaande die krisis bevraagteken – te ondersoek. Soos met die meeste ander Afrika-letterkundes is daar in hierdie literatuur 'n verband (direk en/of indirek) met herkenbare historiese kragte en prosesse wat die sosiale, kulturele en politiese ruimtes tot stand bring. Die studie maak in die ondersoek veral gebruik van Maria Pia Lara se teorie aangaande die 'morele tekstuur‘ en openbaringsvermoë van narratiewe aangaande gemarginaliseerde groepe ten einde die verskillende maniere waarop sulke narratiewe hegemoniese distorsies in 'offisiële‘ voorstellings van hulself 'oorskryf‘ om meer inklusiewe diskoerse van die krisis daar te stel, na te vors. 'n Kernbevinding van die studie is dat, d.m.v. van spesifieke tipe voorstellings, die meeste van die letterkundige werke wat hier ondersoek word, 'n soeklig plaas op verskeie van die belangrikste kwessies in die politieke en sosio-ekonomiese debatte oor die Zimbabwiese krisis, terwyl dit terselfdertyd die kontoere van die debat uitbrei verby die grense van wat vir die maghebbers gemaklik is. Die potensieel van letterkundige werke om oorheersende, elitistiese narratiewe oor die krisis te dekonstrueer en te omvorm, word moontlik gemaak deur hul affektiewe potensiaal. Hierdie affektiewe dimensie word ontketen deur die intieme en ervaringsgewortelde geaardheid van die narratiewe van die geaffekteerde groepe. Nietemin is 'n ander belangrike bevinding van hierdie studie dat daar 'n onderskeibare kanon van hegemoniese tekste bestaan wat op verskuilde (en soms ook openlike) maniere die staatsnarratief anngaande die krisis legitimeer. Die tesis sluit af met die voorstel dat toekomstige vakkundige studies meer spesifiek sou kon fokus op die bydrae van kreatiewe skryfwerk tot die demokratisering van kontemporêre Zimbabwe.
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Saul, Roshi. "Homesick." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678519.

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Lee, Jason Eng Hun. "'All is not Well in the world' : critical cosmopolitanism in twenty-first century fiction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197089.

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This thesis considers how contemporary American and British novels at the turn of the century attempt to conceptualize global human, political, economic and ecological risks through different levels of global connectedness. Taking a theoretical approach, the thesis offers up the notion of critical cosmopolitanism as a form of literary critique that might help to connect the field of literature to current sociological debates about globalization and cosmopolitanism. Critical cosmopolitanism is summarized here as follows: a predisposition towards cosmopolitan ideals but also a self-reflexive awareness of its perceived ideological and narrative shortcomings; a desire to conceive of a planetary self-conscious by maneuvering across and between spatial containers like the nation-state; an attempt to map disjunctive flows of global capital onto various narrative ‘worlds’; a type of narrative reflexivity that is transferred onto the reader. The thesis comprises of two parts. Part 1 considers how the war on terror discourse problematizes novelists’ attempts to imagine planetary connectedness, and their struggles to imbue their readers with a self-reflexivity as an act of critical cosmopolitanism. Chapter 1 discusses the representational challenges that 9/11 presents to the novelist in terms of historicity, and outlines some of the prevailing metanarratives/counternarratives that are projected by them. Chapter 2 considers how alterity is used to critique or negotiate representations of the terrorist persona in novels by Don DeLillo, John Updike and Mohsin Hamid. Pointing to flaws in their narrative forms, these novelists enable their reader to transcend certain ideological boundaries which are denied to their own protagonists. Chapter 3 considers the interrelationship between terror and the spectacle in novels by Don DeLillo, Jonathan Safran Foer and Ian McEwan, looking at how 9/11’s images are able to project itself across the world but still reduce viewers’ capacity for imagining global connectedness. Part 2 explores how novelists use a range of postmodern strategies to represent the various connections/dislocations made possible by global capital and how it problematize perceptions of human relationships across the world. Global capital is presented as a fluid dynamic that enables greater connectivity across the globe, but it also poses difficulties in one’s ability to realize a genuine cosmopolitanism against the all-incorporating power of the market. Chapter 4 deals with a variety of attempts in novels by William Gibson and Don DeLillo to cognitively map the relations of capital and consumer culture, and to make these complex global systems more intelligible to the reader. Chapter 5 discusses novels by David Mitchell and Rana Dasgupta that experiment with heterotopic, multi-layered narrative platforms to represent interconnecting but geographically separate ‘worlds’, and their ability to project cosmopolitan ideals across these textual horizons of space and time.
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Kingston, Matthew Patrick. "(Re)inventing the Novel: Examining the Use of Text and Image in the Twenty-First Century Novel." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/KingstonMP2008.pdf.

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Books on the topic "English literature – 21st century"

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Schakel, Peter J. Approaching literature in the 21st century: Fiction, poetry, drama. 2nd ed. Boston: Bedford/St. Martin's, 2008.

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My Viet: Vietnamese American literature in English, 1962-present. Honolulu: University of Hawaiʻi Press, 2011.

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Re-reading Margery Kempe in the 21st century. Bern: Peter Lang, 2011.

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Castagna, Valentina. Re-reading Margery Kempe in the 21st century. Bern: Peter Lang, 2011.

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Castagna, Valentina. Re-reading Margery Kempe in the 21st century. Bern: Peter Lang, 2011.

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Beyond the postcolonial: World Englishes literature. New York: Palgrave Macmillan, 2012.

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Children's literature in the reading program: Engaging young readers in the 21st century. Newark, DE: International Literacy Association, 2015.

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Deranging English/education: Teacher inquiry, literary studies, and hybrid visions of English for 21st century schools. Urbana, Ill: National Council of Teachers of English, 2008.

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Down these green streets: Irish crime writing in the 21st century. Dublin: Liberties, 2011.

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Orie, Chibueze Prince. Who is a woman being?: 21st century Nigerian female debut novels. Enugu, Nigeria: Samdrew Productions, 2011.

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Book chapters on the topic "English literature – 21st century"

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Carlsen, J. "Canadianness in English Canadian Literature." In Canada on the Threshold of the 21st Century, 339. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.52.48car.

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Šoštarić, Sanja. "The Reappropriation of Fantasy in 21st-Century American Fiction: Michael Chabon’s The Yiddish Policemen’s Union." In Belgrade English Language and Literature Studies: BELLS90 Proceedings. Volume 2, 271–88. Belgrade: Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.2.ch20.

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Kortmann, Bernd. "Turns and trends in 21st century linguistics." In English Linguistics, 241–86. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05678-8_9.

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Kennedy, Ian G., Gloria Latham, and Hélia Jacinto. "The Literature Review." In Education Skills for 21st Century Teachers, 11–20. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22608-8_3.

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Blamires, Harry. "Introductory note." In Twentieth-Century English Literature, 1–2. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_1.

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Blamires, Harry. "Recent voices The 1960s to the 1980s." In Twentieth-Century English Literature, 253–94. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_10.

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Blamires, Harry. "The new century 1900–1914." In Twentieth-Century English Literature, 3–39. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_2.

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Blamires, Harry. "Hors de combat The 1910s and 1920s at home." In Twentieth-Century English Literature, 40–65. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_3.

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Blamires, Harry. "The first world war (1914–1918)." In Twentieth-Century English Literature, 66–87. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_4.

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Blamires, Harry. "The modern movement." In Twentieth-Century English Literature, 88–113. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18511-5_5.

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Conference papers on the topic "English literature – 21st century"

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Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "Moving towards 21st Century English Language Teaching." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.105.

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Putri, Marisca. "Promoting 21st Century Skills for Facing Industry 4.0 in English for Written Business Communication Course: Students’ Perception." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285326.

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"Literature Review on Shifting from EGP to ESP in College English Teaching in the Context of the 21st-Century China." In 2019 2nd International Conference on Contemporary Education and Economic Development. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/ceed.2019.051.

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Setyarini, Sri. "Higher Order Thinking Skills in Storytelling for Teaching English to Junior High School Students: A shortcut to fulfill learning objectives of 21st century." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.47.

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Beyer Jr., Thomas R. "Literature Instruction in the 21st Century Tolstoi, Dostoevski, Nabokov." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.58.

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Siyaswati. "Multiliteracies Approach in English Language Teaching Paradigm in 21st Century." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.020.

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Guralnik, Tatiana. "Language Play And Lexical Innovation Of The 21St Century English." In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.19.

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Machfauzia, A. "Songs of Dolanan Anak As Improvement of 21st Century Skills." In 2nd Workshop on Language, Literature and Society for Education. EAI, 2019. http://dx.doi.org/10.4108/eai.21-12-2018.2282659.

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Bajner, Maria. "From Teaching to Learning: Tune into Google in the English Classroom." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.293b.

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Sattar, Sanyat. "Studying Literature in the 21st Century: A Necessity of a Fallacy?" In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.31.

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Reports on the topic "English literature – 21st century"

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David, Rosa. Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2295.

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Lenhardt, Amanda. Defining Characteristics of Democracy in the 21st Century. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.064.

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This report offers a brief overview of the literature on the defining characteristics of democracy in the 21st century. This report seeks to map out a range of conceptual approaches to understanding democracy, evidence on emerging trends in democratisation, and challenges to realising democracy in its varied forms. The report begins with a discussion on definitions of democracy that have emerged in recent decades (Section 2), highlighting a range of qualifiers that are widely used to differentiate and analyse different democratic regime types. Section 3 summarises trends in key indicators of democracy from widely cited observers – The Economist Intelligence Unit and the V-Dem Institute - and recent trends in public opinion towards democracy, according to World Values and Pew Centre surveys. Section 4 gives a very brief overview of three leading challenges to democracy discussed widely in the literature – gender inequality; the role of media and social media; and declining quality of elections, freedom of expression and civic space.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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NGVs: Driving to the 21st Century. 17th National Natural Gas Vehicle Conference and Exhibition, October 3-5, 1999 [conference organizational literature and agenda]. Office of Scientific and Technical Information (OSTI), October 1999. http://dx.doi.org/10.2172/809457.

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