Journal articles on the topic 'Journée scolaire'

Introduction L’efficacité de la réglementation sur l’alimentation en milieu scolaire est susceptible d’être compromise par l’environnement alimentaire à proximité des écoles. Comme il est difficile de réglementer la vente au détail à l’extérieur, certains recommandent l’adoption de règlements interdisant aux élèves de quitter le périmètre scolaire durant la journée. Notre objectif consiste à examiner si ces règlements ont une influence sur les comportements alimentaires des élèves. Méthodologie Nous avons utilisé les données d’enquête recueillies auprès de 60 610 élèves de la 9e à la 12e année et auprès d’administrateurs de 134 écoles secondaires canadiennes qui ont participé à l’année 7 (2018-2019) du projet COMPASS. Nous avons appliqué des modèles de régression ordinale multiple pour déterminer si les règlements interdisant aux élèves de quitter le périmètre scolaire constituent un facteur prédictif des comportements alimentaires en semaine (0 à 5 jours), en contrôlant pour des covariables liées aux élèves (niveau scolaire, sexe, argent à dépenser, origine ethnique) et aux écoles (indice d’urbanisation, province, revenu médian des ménages du quartier, machines distributrices). Résultats Au total, 16 écoles ont indiqué avoir adopté un règlement interdisant aux élèves de quitter le périmètre scolaire. Par rapport aux élèves fréquentant une école les autorisant à quitter le périmètre scolaire, les élèves fréquentant une école dotée d’un règlement leur interdisant de quitter ce périmètre ont déclaré manger moins souvent au cours de la semaine des repas achetés dans un restaurant rapide ou un autre type de restaurant et boire moins souvent des boissons sucrées (boissons gazeuses, boissons pour sportifs et thés ou cafés sucrés), mais acheter plus souvent des collations dans les machines distributrices de l’école. Aucune différence significative n’a été observée en ce qui concerne la consommation de repas préparés à la maison ou par la cafétéria de l’école et la consommation de collations achetées à l’extérieur de l’école. Conclusion Les règlements interdisant aux élèves de quitter le périmètre scolaire peuvent contribuer à améliorer l’alimentation des adolescents, car ces derniers réduisent alors la consommation de boissons sucrées et de repas rapides à l’heure du dîner en semaine, mais ces élèves étant susceptibles de remplacer les aliments achetés à l’extérieur de l’école par des aliments achetés à l’école, cela souligne l’importance de créer des environnements alimentaires sains dans les écoles et d’encourager les élèves à apporter des lunchs préparés à la maison. D’autres études fondées sur des modèles longitudinaux expérimentaux doivent être menées pour déterminer l’incidence des règlements interdisant aux élèves de quitter le périmètre scolaire sur divers comportements et résultats en matière de santé.

Compte tenu que les devoirs et leçons se trouvent confinés entre les pratiques traditionnelles qu’ils incarnent et les diverses remises en question qu’ils engendrent, il est apparu nécessaire de se pencher sur la perception des élèves à l’égard de cette pratique. Dans cet esprit, 43 élèves des 1er et 2e cycles du primaire répartis dans cinq écoles de la Mauricie ont été invités à participer à des entrevues de petits groupes (en deux temps). Les résultats montrent que les aspects positifs perçus sont associés à un meilleur apprentissage et de meilleures chances de réussite scolaire, tandis que les aspects négatifs sont attribués, entre autres, aux horaires familiaux chargés et à la fatigue accumulée au cours de la journée. Il serait pertinent, dans des études ultérieures, de s’attarder plus spécifiquement aux élèves ayant des difficultés et d’effectuer une réflexion collective sur les devoirs et leçons au sein d’une même école.

O presente artigo tem por objetivo a análise de treze artigos publicados, em forma de um dossiê, na Revista Brasileira de Educação em Geografia vol. 4, n. 8, de 2014. Tal edição conta com vários autores de diversas universidades, tanto nacionais como internacionais, e trata de temas relativos à Geografia escolar e livros didáticos. A proposta deste artigo está inserida em um campo de pesquisa recente, contudo amplo, que estuda livros didáticos de Geografia. Na perspectiva da pesquisa documental, de caráter inventariante, todos os artigos foram inicialmente lidos. A leitura culminou com o mapeamento das instituições dos autores por estados, além de uma sistematização por meio de tabelas. Os artigos demonstram haver conexões entre os conteúdos dos livros didáticos e a história do pensamento geográfico. Nos próprios artigos podem ser notadas articulações das análises com a epistemologia da ciência de referência, a Geografia, mas de maneira e intensidade diferente cada qual. A principal convergência é quanto ao conceito de região, que é trabalhada em praticamente todos os livros didáticos. Os organizadores do dossiê tiveram o cuidado de apresentar ao debate acadêmico artigos que abordam matizes e reflexões diversas sobre autores e seus livros didáticos. Os livros didáticos são importantes elementos da cultura escolar. Eles se renovam a cada época em um movimento convergente ao das políticas educacionais. Como tema de pesquisa, o estudo do livro didático não se esgota: ele se renova a cada época. A DOSSIER'S READING OF BRAZILIAN JOURNAL OF EDUCATION IN GEOGRAPHY (2014): however compendia, however schoolbooks, however textbooks ABSTRACT This article aims at the analysis of thirteen articles published in the form of a dossier of textbooks in the Brazilian Journal of Education in Geography vol. 4, n. 8, 2014. This edition was co-written by several authors, both national and international, and from various universities. The purpose is the study of geography as school subject. From the perspective of documentary research, reading articles resulted in a mapping by States of the authors' institutions, and systematization by tables. The articles show that there are links between the content of textbooks and the history of geographical thought. This articles allow take connections between the analyzes with the epistemology of geography, but in a different and intensity each. The main convergence is on the concept of the region, which is designed in practically all manual. The organizers of the dossier have taken care to present articles in the academic debate with various nuances and reflections on the authors and their books. Textbooks are important elements of the school culture. They are renewed in every age, in a move to converge educational policies. As a research subject, textbook study does not end: it is renewed each time. Keywords: Teaching. Textbook. Journal of Education in Geography. UNE LECTURE DU DOSSIER DE LA REVUE BRÉSILIENNE D'ÉDUCATION EN GÉOGRAPHIE (2014) : soit précis, soit manuels scolaires, soit manuels didactiques RÉSUMÉ Cet article vise à l'analyse de treize articles parus sous la forme d'un dossier de manuels scolaires chez Revue brésilienne d'éducation en géographie v. 4, n. 8, de 2014. Cette édition a été coécrite par plusieurs auteurs, à la fois nationaux et internationaux et issus de diverses universités. Il s'agit de sujets concernants à la géographie scolaire. Du point de vue de la recherche documentaire, la lecture des articles a abouti à une cartographie par états des institutions des auteurs, et une systématisation par tables. Les articles montrent qu'il y a des liens entre le contenu des manuels scolaires et l'histoire de la pensée géographique. Ces mêmes articles permettent de relever des connexions entre les analyses faites avec l'épistémologie de la géographie, mais de façon et d'intensité différente chacune. La convergence principale est sur le concept de la région, laquelle est conçue dans pratiquement tous les manuels. Les organisateurs du dossier ont pris du soin de présenter des articles de débat académiques qui traitent de diverses nuances et des réflexions sur des auteurs et leurs manuels. Les manuels scolaires sont des éléments importants de la culture scolaire. Ils se renouvellent en chaque époque, dans un mouvement convergent aux politiques éducatives. En tant que sujet de recherche, l'étude du manuel ne finit pas. Mots-clés: Enseignement. Manuel scolaire. Revue brésilienne de l'éducation en géographie.

Cette étude a pour objectif d’analyser l’évolution des croyances relatives au redou- blement de 11 futurs enseignants (FE) au cours d’un module de formation alternant des moments de cours théoriques et des périodes d’observation participative de journées de classe en enseignement ordinaire et spécialisé. Ce module se focalise sur les difficultés d’apprentissage des élèves en situation scolaire ainsi que sur les moyens d’inter- vention pour favoriser leur progression dans les apprentissages. Ces 11FE ont répondu à deux entretiens, un avant le module de formation et l’autre après, portant sur leurs croyances relatives au redoublement, aux difficultés scolaires des élèves et aux moyens de prendre en charge ces difficultés. Des changements et/ou évolutions de croyances sont constatés chez la plupart des FE. Ceux-ci sont attribués par les FE aux cours théoriques et, plus précisément, au fait que durant ces cours, ils ont pu confronter leurs propres conceptions à des résultats de recherche. Il apparaît également que les évolutions de croyances quant au redoublement s’accompagnent d’évolutions dans des domaines connexes: apprentissage, principes de justice, différenciation de l’ensei- gnement. L’article se termine par un questionnement sur la stabilité des changements et évolutions observés.

Résumé En faisant état des procédés d'écriture centrée sur soi et des raisons évoquées en littérature spécialisée pour justifier la valeur de la révélation de soi en santé mentale, cette recherche a tenté de vérifier et de comparer, dans le contexte scolaire, l'efficacité de deux programmes axés sur le dévoilement personnel. Ces programmes sont The Intensive Journal d'Ira Progoff, 1975 (traduit en 1984 sous le titre Le journal intime intensif) et Innerchange de Ball et Palomares, 1977 (traduit sous le titre Trans-Formation, en 1985). Quatre groupes d'élèves masculins de niveau secondaire professionnel ont participé à cette recherche durant un semestre. L'expérience a démontré qu'il était possible d'entreprendre des démarches, en milieu scolaire, afin d'aider les élèves à améliorer certaines dimensions personnelles et certains comportements de communication.

Résume La dictée de Mérimée est créée et a lieu en 1857. Cet événement donne l’impression qu’une forme scolaire, la dictée, aurait migré vers un cadre mondain, celui d’une cour avide de distraction et de mécanismes de distinction. Qu’en est-il de cette forme dans l’univers scolaire de l’époque ? Quelle place les questions liées à la pédagogie et à l’instruction publique tiennent-elles dans le discours commun pour autoriser semblable transfert ? L’article tente de répondre à ces questions en s’attachant à la France, mais aussi au Québec où en 1857 naît Le Journal de l’instruction publique, qui se révèle lui aussi être un objet hybride dans lequel les questions de pédagogie et de mondanité s’entrecroisent.

Cet article porte sur la rubrique « Dans nos écoles » du journal franco-manitobain La Liberté (2006-2008). L’auteur vise à montrer que le récit de soi y explore certaines stratégies de reconnaissance identitaires au croisement de l’individuel et du social. Il insiste sur les figures de la francisation, de la rentrée scolaire et de la discipline en milieu scolaire, tout en montrant que la dialectique de soi et de l’autre y ouvre un parcours symbolique à la faveur duquel l’autre de la culture franco-manitobaine (le monde anglophone) s’énonce implicitement. À ce titre, le récit de soi, comme forme narrative, constitue un lieu de médiations et de mémoire. Afin de mieux préciser son objet de recherche, l’auteur propose d’entrée de jeu une synthèse des travaux menés sur l’identité dans quelques champs disciplinaires en sciences humaines et sociales. Cette synthèse permet non seulement de mettre en relief la complexité du concept d’identité, mais aussi quelques idées directrices sans lesquelles celui-ci demeure perméable à tous les abus conceptuels.

This section features: (I) reactions of readers to articles and reviews published in the Journal and the replies of authors to whom the comments are addressed (if forthcoming) and (2) viewpoints and opinions expressed in the form of a report, commentary, or interview on issues or topics of current interest.

Cette recherche a pour objectif de comprendre comment les prises de responsabilité s’exercent chez les élèves scolarisés dans le contexte de l’école à l’hôpital et chez ceux qui sont scolarisés à l’école. Afin de concourir à la mise en oeuvre d’une normalisation de la scolarité à l’hôpital, les prises de responsabilité doivent se décentrer du soin et s’inscrire en continuum sur l’ensemble des activités scolaires et non scolaires, au sein ou hors du contexte hospitalier. Notre enquête qualitative s’est fondée sur des entretiens exploratoires, des observations, des entretiens semi-directifs auprès d’élèves hospitalisés et non hospitalisés, d’enseignants et des parents. Un mini-journal a été rédigé par les élèves. Les résultats portent sur une analyse des formes de responsabilités qui ont été dégagées des types de perceptions issus des discours. Il existe différentes formes de prises de responsabilité, plus ou moins en adéquation avec le cadre législatif prônant l’éducation à la responsabilité.

Résumé Dans le cadre d’un programme qui s’adresse à des adolescents en difficulté importante d’apprentissage et de comportement, la lecture du quotidien constitue le principal déclencheur des activités intégrées d’enseignement et d’apprentissage de la formation générale de ce programme, qui comporte également une formation pratique. Les résultats présentés ici portent sur la perception des enseignants et des élèves inscrits dans ce programme quant à cette contrainte pédagogique de faire la lecture quotidienne du journal régional. Si deux enseignants sur six se questionnent à propos de l’utilisation exclusive d’un quotidien comme outil incitatif de développement d’autres activités d’apprentissage, de leur côté, tous les élèves interrogés, sauf un, déclarent apprécier ce contexte scolaire et reprendre goût à la lecture.

Cette recherche porte sur la fonction de direction scolaire adjointe en comparant les sources de stress au travail de 67 directions adjointes avec celles de 171 directions d’école au Québec. À la suite des analyses de variances, les différences trouvées entre les postes indiquent que les adjoints sont moins dérangés par les contraintes administratives que les directions, particulièrement en ce qui concerne la charge de travail et la longueur des journées ainsi que l’obligation de devoir se conformer aux règles et procédures. Une analyse complémentaire des données montre, par contre, que les directions adjointes souffrent davantage du manque de renseignements pour effectuer adéquatement leur travail, mais moins des conflits à gérer entre les membres de l’équipe-école et de la préparation du budget. De tels résultats permettent d’alimenter une réflexion sur les spécificités de ces deux fonctions, de manière à en tenir compte dans les programmes de formation et le fonctionnement des équipes de gestion.

L’une des figures clés des courants idéologiques qui animent la Saskatchewan à partir de 1920 est un ancien inspecteur d’école, James Thomas Milton Anderson, proche du mouvement extrémiste de fraternité chrétienne, le Ku Klux Klan. Devenu premier ministre en 1929, Anderson se donne pour mission de « canadianiser » les immigrants venus s’installer dans la province. Il fait amender la loi scolaire afin d’interdire l’enseignement dans des langues autres que l’anglais. Dans ce contexte, l’étude se propose d’analyser le discours journalistique du Patriote de l’Ouest, l’organe de protestation de la communauté canadienne-française de la Saskatchewan, et d’étudier les impacts de cette lutte entre anglophones et francophones pour la survie de l’école française, dans la rubrique « Les pages écolières » de ce même journal, confiée à une religieuse influente auprès des jeunes, Tante Présentine.

En France, ces dernières années ont été marquées par des tensions fortes au sein de l’école : débats houleux sur la laïcité, questionnements des frontières du « religieusement acceptable », conflits entre différents régimes de vérité. Dans ce contexte sensible, le devoir de neutralité propre à la fonction enseignante est mis à l’épreuve. A travers notre travail de thèse, nous avons cherché à comprendre comment les enseignants ont agi concrètement dans des situations interrogeant les limites de la laïcité et de la neutralité religieuse. L’enquête ethnographique (observations, entretiens), menée dans trois collèges différents et sur une année scolaire, a révélé que dans certaines situations (après l’attentat au journal Charlie Hebdo notamment), l’injonction à la neutralité entrait en conflit avec d’autres principes professionnels (rôle de formation à la citoyenneté) ou personnels (convictions, croyances). Des tensions émergent alors, menant à une réinterprétation du devoir de neutralité et à un ajustement de la laïcité en situation.

Cette étude cherche à comprendre l’expérience de garçons francophones de 9 et 10 ans à travers un projet de cercles de lecture au sein de trois équipes de hockey du Nouveau-Brunswick. Elle met en lumière des éléments qui motivent les participants à s’engager dans cette initiative communautaire : l’intérêt pour les livres proposés, le rôle des parents, l’ascendant de l’entraîneur, les discussions, la pression des pairs, le désir d’améliorer leurs résultats scolaires ainsi que l’intérêt pour la lecture en général. Les résultats obtenus à l’aide d’observations, d’entretiens informels ponctuels, d’entretiens semi-dirigés et d’un journal de bord mènent à penser que ce dispositif peut constituer un moyen très intéressant de remédier au désengagement en lecture ainsi qu’aux difficultés qui en découlent.

La formation des enseignants et des enseignantes de la ville de Goma, en République démocratique du Congo, a évolué négativement depuis l’époque coloniale. D’une formation initiale essentiellement religieuse, elle a été orientée vers des contenus universitaires, puis transformée en une formation continue sous forme de journées pédagogiques. Cette visée de formation n’a malheureusement pas été maintenue en raison du désengagement du gouvernement, des guerres et des conditions de vie. Conséquemment, l’un des problèmes qui caractérisent actuellement le système scolaire de Goma est l’absence de formation continue du corps enseignant. Afin d’aider ce dernier à s’autoformer professionnellement, l’identification préalable de leurs besoins de formation continue s’est avérée pertinente. Le but de cet article est de décrire et d’analyser ces besoins. Pour la collecte des données, un questionnaire a été distribué à 151 enseignants et enseignantes du secondaire de Goma en situation d’après-guerre, et 20 d’entre eux ont été interviewés. Des analyses quantitatives et qualitatives ont été effectuées selon les approches de Nadeau (1984) et de Lapointe (1992). Les résultats révèlent que les besoins du corps enseignant liés aux compétences professionnelles sont criants. En référence à notre échelle de jugement, le poids moyen alloué pour la situation actuelle (2,85) révèle que l’ensemble des compétences est généralement « Peu maîtrisé ».

This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.

In 1978, in its seventh issue, October published the travel diaries written by Alfred H. Barr, Jr., who would go on to become the founding director of the Museum of Modern Art, during his two-month sojourn in Russia in 1927–28. They were accompanied by a note from Barr's wife, Margaret Scolari Barr, who had made the documents available, and an introduction written by Jere Abbott, an art historian and former director of the Smith College Museum of Art who had returned to his family's textile business in Maine. Abbott and Barr had made the journey together, traveling from London in October 1927 to Holland and Germany (including a four-day visit to the Bauhaus) and then, on Christmas Day 1927, over the border into Soviet Russia. Abbott, as Margaret Barr had noted, kept his own journal on the trip. Abbott's, if anything, was more detailed and expansive in documenting its author's observations and perceptions of Soviet cultural life at this pivotal moment; and his perspective offers both a complement and counterpoint to Barr's. Russia after the revolution was largely uncharted territory for Anglophone cultural commentary: This, in combination with the two men's deep interest in and knowledge of contemporary art, makes their journals rare documents of the Soviet cultural terrain in the late 1920s. We present Abbott's diaries here, thirty-five years after the publication of Barr's, with thanks to the generous cooperation of the Smith College Museum of Art, where they are now held.

This research aims to examine and analyze the opinion of Syafi'iyyah scholars about intention in prayer. On this problem, Syafi'iyyah scholars are divided into two opinions, namely from the previous period scholars (Mutaqoddimin) whit his opinion intention of al-Muqoronah al-Hakikiyyah, and from the contemporary scholars (mutaakhkhirin) whit his opinion intention of al-Muqoronah al-Urfiyyah. This research is important because the intention in prayer is compulsory case (rukn) and is the beginning of all forms of worship. Other than that many Muslims doubt in his intention so anxiety arises in them. As research that examines the opinions of the scolars, the method used in this research is library research which descriptive qualitative research, where the object of study is literature in the form works in the yellow books, journal and other books. From the explanation and studies that has done, the intention of al-Muqoronah al-Hakikiyyah as stated by the previous period scholars is a law of origin, one must do when praying. Whereas the intention of al-Muqoronah al-Urfiyyah as stated by the contemporary scholars is rukhsah wajibah because of the udzur that befell a person while doing the prayer.

This study aims to determine the role of the family, community, and tertiary environment towards the formation of caring character in the geography education student environment. The output of this study was a four-indexed indexed education journal and a UNIMED google scolar. Samples from the study population were 20 respondents with 30 items about questionnaires. The time of the study starts from May 2018 to October 2018. The measurement scale in this study is the scale of the briquette. Data collection by means of library studies, interviews, questionnaires, and documentation. This research was conducted by distributing questionnaire questionnaires and interviews. Based on the results of questionnaire data processing, the family environment has a very high frequency in the formation of character of the student's environmental care with an achievement level of a total score of 91%. Furthermore, the role of the campus environment also has a high frequency in the formation of the character of the student's environmental care with a total score of 89%. Whereas the family environment has a low frequency in the formation of character of student environmental care with a total score of 57%. It can be concluded that the family environment has the most role in forming the character of the student's environmental care.

In this paper, we investigate an external electric field frequency influence on a photonic liquid crystal fiber (PLCF) based on a gold nanoparticles (NPs)-doped nematic liquid crystal (LC) and its response to the external electric field. We used a 6CHBT nematic LC doped with 2-nm gold NPs in a weight concentration of 0.1%, 0.2%, 0.3%, and 0.5%. Full Text: PDF ReferencesJ. C. Knight, T. A. Birks, P. St. J. Russell, and D. M. Atkin, "All-silica single-mode optical fiber with photonic crystal cladding," Opt. Lett. 21, 1547-1549 (1996) CrossRef J. C. Knight,T. A. Birks, P. S. J.Russell, , and J. P. De Sandro, "Properties of photonic crystal fiber and the effective index model", JOSA A, 15(3), 748-752, (1998) CrossRef S. A. Cerqueira,F. Luan, C. M. B. Cordeiro, A. K. George, and J. C. Knight, "Hybrid photonic crystal fiber", "Optics Express", 14(2), 926-931,(2006) CrossRef W. Bragg, "Liquid Crystals", Nature 133, 445-456, (1934) https://doi.org/10.1038/133445a0 CrossRef J. Kędzierski, K. Garbat, Z. Raszewski, M. Kojdecki, K. Kowiorski, L. Jaroszewicz, and W. Piecek, "Optical properties of a liquid crystal with small ordinary and extraordinary refractive indices and small optical anisotropy", Opto-Electronics Review, 22(3), 162-165, (2014) CrossRef Y. Li, and S. T. Wu, "Polarization independent adaptive microlens with a blue-phase liquid crystal", Optics express, 19(9), 8045-8050, (2011) CrossRef T. Woliński, S. Ertman, K. Rutkowska, D. Budaszewski, M. Sala-Tefelska, M. Chychłowski, K. Orzechowski, K. Bednarska, P. Lesiak, "Photonic Liquid Crystal Fibers - 15 years of research activities at Warsaw University of Technology", Phot. Lett. Pol., (11), (2), 22-24, (2019) https://doi.org/10.4302/plp.v11i2.907. CrossRef T.T. Larsen, A. Bjraklev, D.S. Hermann, J. Broeng, Opt. Expr. 11(20), 2589, (2003) CrossRef T.R. Woliński, K. Szaniawska, K. Bondarczuk, P. Lesiak, A.W. Domański, R. Dąbrowski, E. Nowinowski-Kruszelnicki, J. Wójcik, "Propagation properties of photonic crystal fibers filled with nematic liquid crystals", Opto-Electron. Rev. 13(2), 59 (2005) DirectLink L. Scolari, S. Gauza, H. Xianyu, L. Zhai, L. Eskildsen, T. T. Alkeskjold, S.-T. Wu, and A. Bjarklev, "Frequency tunability of solid-core photonic crystal fibers filled with nanoparticle-doped liquid crystals," Opt. Express 17(5), 3754-3764 (2009). CrossRef A. Siarkowska, M. Chychłowski, D. Budaszewski, B. Jankiewicz, B. Bartosewicz, and T. R. Woliński, "Thermo-and electro-optical properties of photonic liquid crystal fibers doped with gold nanoparticles", Beilstein Journal of Nanotechnology, 8(1), 2790-2801, (2017) CrossRef D. Budaszewski, M. Chychłowski, A. Budaszewska, B. Bartosewicz, B. Jankiewicz, and T. R. Woliński, "Enhanced efficiency of electric field tunability in photonic liquid crystal fibers doped with gold nanoparticles", Optics express, 27(10), 14260-14269, (2019) CrossRef D. Budaszewski, A. Siarkowska, M. Chychłowski, B. Jankiewicz, B. Bartosewicz, R. Dąbrowski, T. R. Woliński, "Nanoparticles-enhanced photonic liquid crystal fibers", Journal of Molecular Liquids, 267, 271-278, (2018) CrossRef

Статтю присвячено дослідженню стратегії дискредитації, що є специфічною лінгвопрагматичною характеристикою сучасного англомовного дипломатичного дискурсу, а саме мовленнєвим тактикам, що сприяють її реалізації в дискурсі дипломатів США, зокрема в промовах чотирьох американських дипломатів – Саманти Пауер, Вікторії Нуланд, Джеффрі Пайєтта та Деніела Байєра – стосовно військового конфлікту на сході України, виголошених упродовж 2013–2015 рр. У чотирьох досліджуваних мовців, основними виявились дві тактики: тактика згадування в негативному світлі та звинувачення, які найповніше та найчастотніше реалізують стратегію дискредитації в мовленні дипломатів переважно через прямі асертивні мовленнєві акти, що безумовно свідчить про стверджувальний характер мовлення в текстах промов усіх чотирьох дипломатів. Відтак встановлено, що провідними мовленнєвими тактиками реалізації стратегії дискредитації в англомовному дипломатичному дискурсі є тактики згадування в негативному світлі та звинувачення. Ці мовленнєві тактики реалізуються в англомовному дипломатичному дискурсі прямими асертивними мовленнєвими актами, а також їм притаманні певні лінгвальні маркери. Література References D’Acquisto, G. (2017). Linguistic Analysis of Diplomatic Discourse: UN Resolutions on the Question of Palestine. UK : Cambridge Scolars Publishing. Donahue, R. (1997) Diplomatic Discourse: International Conflict at the United Nations. London : Greenwood Publishing Group. Gumperz, J. (1982). Discourse Strategies. Cambridge: CUP. McClellan, M. Public Diplomacy in the Context of Traditional Diplomacy. Retrieved from: http://www.publicdiplomacy.org/45.htm Newmann, I. (2002). Returning Practice to the Linguistic Turn: The Case of Diplomacy. Millenium: Journal of International Studies, 31(3), 627-651. Pratkanis, A. (2009). Public Diplomacy in International Conflicts. A Social Influence Analysis. Routledge Handbook of Public Diplomacy. California, 2009. Schuster, J. (2015). Diplomatic Discourse. Lulu.com. 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Диференціація таксономічних одиниць англомовного дипломатичного дискурсу. Східноєвропейський журнал психолінгвістики, 2014, 1(2). C. 54-62. Кожетева А. Лингвопрагматические характеристики дипломатического дискурса [Элек­т­ронный ресурс] : дис. на соиск. науч. ст. канд. филол. наук: спец. 10.02.19 «Теория языка». Москва, 2012. – Режим доступа : http://www.dissercat.com/content/ lingvopragmaticheskie-kharakteristiki-diplomaticheskogo-diskursa Мельник І. В. Типи комунікативних стратегій. Studia Linguistica, 2011, №5. C. 377-380. Судус Ю. Лінгвопрагматичні засоби реалізації стратегії дискредитації в американському дипломатичному мовленні (на матеріалі промов Дж. Р. Пайєтта). Вісник Львівського у-ту. Серія: Іноземні мови. Львів, 2016, №23. С. 47-56. Судус Ю. Мовленнєві засоби реалізації стратегії дискредитації в англомовному дипломатичному дискурсі. Актуальні питання іноземної філології. Луцьк: Східноєвроп. нац. ун-т ім. Лесі Українки, 2016, №5. С. 152-160. Судус Ю. Прагматичні засоби реалізації стратегії дискредитації в американському дипломатичному мовленні (на матеріалі промов Д. Б. Байєра). Науковий часопис НПУ імені М. П. Драгоманова. Київ, 2015, №13. С. 108-115. Судус Ю. “Weasel words” як один з прийомів реалізації стратегії дискредитації в англомовному дипломатичному дискурсі (на матеріалі промов С. Пауер, В. Нуланд,Д. Байєра, Дж. Пайєтта). Вісник Запорізького національного університету. Серія: філологія. – Запоріжжя, 2016, №1. С. 237-244. Терентий Л. Дипломатический дискурс как особая форма политической коммуникации. Вопросы когнитивной лингвистики. 2010, №1. С. 47-56. References (translated and transliterated) D’Acquisto, G. (2017). Linguistic Analysis of Diplomatic Discourse: UN Resolutions on the Question of Palestine. UK : Cambridge Scolars Publishing. Donahue, R. (1997) Diplomatic Discourse : International Conflict at the United Nations. London : Greenwood Publishing Group. Gumperz, J. (1982). Discourse Strategies. Cambridge : CUP. McClellan, M. Public Diplomacy in the Context of Traditional Diplomacy. Retrieved from http://www.publicdiplomacy.org/45.htm Newmann, I. (2002). Returning Practice to the Linguistic Turn : The Case of Diplomacy. Millenium : Journal of International Studies, 31(3), 627-651. Pratkanis, A. (2009). Public Diplomacy in International Conflicts. A Social Influence Analysis. Routledge Handbook of Public Diplomacy. California, 2009. Schuster, J. (2015). Diplomatic Discourse. Lulu.com. Scotto di Carlo G. (2015). “Weasel words” in legal and diplomatic discourse : vague nouns and phrases in UN resolutions relating to the second Gulf war. International Journal for the Semiotics of Law, 28(3), 559-576. Snow, N. (2009). Rethinking Public Diplomacy. Routledge Handbook of Public Diplomacy. London. Beliakov, M. (2015). Harakter emotivnosti diplomaticheskogo diskursa [The character of the diplomatic discourse's emotiveness]. Vestnik Rossiyskogo Universiteta Druzhby Narodov. Seriia: Lingvistika, 124-131. 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Background: Nursing documentation is the most important part of the nursing profession, providing structured, consistent and effective communication to give quality services to patients based on professional and legal standards. Objective: To identify scientific evidence about the factors that influence the quality of nursing documentation. Methods: This systematic review was compiled based on study of literature from various journal data bases in the last 5 years, including Scopus, Sciencedirect, Proquest, and Google Scolar by conducting a comprehensive review using the PRISMA guidelines. Keywords used were "nursing documentation" OR "Standard Nursing Language" OR "quality of nursing documentation" AND "Quality Diagnosis Intervention Outcome". The articles used to compile this systematic review were 13 original articles on data base identification. Results : the factors affecting the quality of documentation were the level of knowledge, abilities, facilities, patient and nurse ratios, workplace climate, leadership and organizational models, training in nursing process standards, nursing language standards and accreditation. Conclusion: The quality of documentation increased when the affecting factors were improved. Suggestion: This systematic review can be used as a guideline in implementing nursing documentation in hospitals with the aim of producing quality nursing documentation. Keywords: nursing documentation; quality ABSTRAK Latar Belakang: Dokumentasi keperawatan merupakan bagian terpenting pada profesi keperawatan, menyediakan komunikasi secara terstruktur, konsisten dan efektif untuk memberikan pelayanan yang berkualitas pada pasien berdasarkan standar profesional dan legal. Tujuan: Untuk mengidentifikasi bukti ilmiah tentang faktor-faktor yang mempengaruhi kualitas dokumentasi keperawatan. Metode: Systematic review ini disusun berdasarkan studi literatur dari berbagai data base jurnal pada 5 tahun terakhir, meliputi Scopus, Science Direct, Proquest, dan Google scholar dengan melakukan review secara komprehensif menggunakan pedoman PRISMA. Kata kunci yang digunakan "nursing documentation" OR "Standard Nursing Language" OR "quality of nursing documentation" AND "Quality Diagnosis Intervention Outcome". Artikel yang digunakan untuk menyusun systematic review ini berjumlah 13 artikel original pada. Hasil: Faktor-faktor yang mempengaruhi kualitas dokumentasi adalah tingkat pengetahuan, kemampuan, fasilitas, rasio pasien dan perawat, iklim tempat kerja, model kepemimpinan dan organisasi, pelatihan standar proses keperawatan, standar bahasa keperawatan dan akreditasi. Kesimpulan: Kualitas dokumentasi meningkat apabila faktor-faktor yang mempengaruhi tersebut ditingkatkan dan diperbaiki. Saran: Systematic review ini dapat digunakan sebagai pedoman dalam pelaksanaan dokumentasi keperawatan di Rumah Sakit dengan tujuan menghasilkan dokumentasi keperawatan yang berkualitas. Kata kunci: dokumentasi keperawatan; kualitas

The work describes the technology of a liquid crystal cell with a tapered optical fiber as an element providing light. The tapered optical fiber with the total optical loss of 0.22 ± 0.07 dB, the taper waist diameter of 15.5 ± 0.5 μm, and the elongation of 20.4 ± 0.3 mm has been used. The experimental results are presented for a liquid crystal cell filled with a mixture 1550* for parallel orientation of LC molecules to the cross section of the taper waist. Measurement results show the influence of the electrical field with voltage in the range of 0-200 V, without, as well as with different modulation for spectral characteristics. The sinusoidal and square signal shapes are used with a 1-10 Hz frequency range. Full Text: PDF ReferencesZ. Liu, H. Y. Tam, L. Htein, M. L.Vincent Tse, C. Lu, "Microstructured Optical Fiber Sensors", J. Lightwave Technol. 35, 16 (2017). CrossRef T. R. Wolinski, K. Szaniawska, S. Ertman1, P. Lesiak, A. W. Domański, R. Dabrowski, E. Nowinowski-Kruszelnicki, J. Wojcik "Influence of temperature and electrical fields on propagation properties of photonic liquid-crystal fibres", Meas. Sci. Technol. 17, 5 (2006). CrossRef K. Nielsen, D. Noordegraaf, T. Sørensen, A. Bjarklev,T. Hansen, "Selective filling of photonic crystal fibres", J. Opt. A: Pure Appl. Opt. 7, 8 (2005). CrossRef A. A. Rifat, G. A. Mahdiraji, D. M. Chow, Y, Gang Shee, R. Ahmed, F. Rafiq, M Adikan, "Photonic Crystal Fiber-Based Surface Plasmon Resonance Sensor with Selective Analyte Channels and Graphene-Silver Deposited Core", Sensors 15, 5 (2015) CrossRef Y. Huang, Z.Tian, L.P. Sun, D. Sun, J.Li, Y.Ran, B.-O. Guan "High-sensitivity DNA biosensor based on optical fiber taper interferometer coated with conjugated polymer tentacle", Opt. Express 23, 21 (2015). CrossRef X. Wang, O. S. Wolfbeis, "The 2016 Annual Review Issue", Anal. Chem., 88, 1 (2016). CrossRef Ye Tian, W. Wang, N. Wu, X. Zou, X.Wang, "Tapered Optical Fiber Sensor for Label-Free Detection of Biomolecules", Sensors 11, 4 (2011). CrossRef O. Katsunari, Fundamentals of Optical Waveguides, (London, Academic Press, (2006). DirectLink A. K. Sharma, J. Rajan, B.D. Gupta, "Fiber-Optic Sensors Based on Surface Plasmon Resonance: A Comprehensive Review", IEEE Sensors Journal 7, 8 (2007). CrossRef C. Caucheteur, T. Guo, J. Albert, "Review of plasmonic fiber optic biochemical sensors: improving the limit of detection", Anal. Bioanal.Chem. 407, 14 (2015). CrossRef S. F. Silva L. Coelho, O. Frazão, J. L. Santos, F. X.r Malcata, "A Review of Palladium-Based Fiber-Optic Sensors for Molecular Hydrogen Detection", IEEE SENSORS JOURNAL 12, 1 (2012). CrossRef H. Waechter, J. Litman, A. H. Cheung, J. A. Barnes, H.P. Loock, "Chemical Sensing Using Fiber Cavity Ring-Down Spectroscopy", Sensors 10, 3 (2010). CrossRef S. Zhu, F. Pang, S. Huang, F.Zou, Y.Dong, T.Wang, "High sensitivity refractive index sensor based on adiabatic tapered optical fiber deposited with nanofilm by ALD", Opt. Express 23, 11 (2015). CrossRef L. Zhang, J. Lou, L. Tong, "Micro/nanofiber optical sensors", Photonics sensor 1, 1 (2011). CrossRef L.Tong, J. Lou, E. Mazur, "Single-mode guiding properties of subwavelength-diameter silica and silicon wire waveguides", Opt. Express 11, 6 (2004). CrossRef H. Moyyed, I. T. Leite, L. Coelho, J. L. Santos, D. Viegas, "Analysis of phase interrogated SPR fiber optic sensors with bimetallic layers", IEEE Sensors Journal 14, 10 (2014). CrossRef A. González-Cano, M. Cruz Navarette, Ó. Esteban, N. Diaz Herrera , "Plasmonic sensors based on doubly-deposited tapered optical fibers", Sensors 14, 3 (2014). CrossRef K. A. Stasiewicz, J.E. Moś, "Threshold temperature optical fibre sensors", Opt. Fiber Technol. 32, (2016). CrossRef L. Zhang, F. Gu, J. Lou, X. Yin, L. Tong, "Fast detection of humidity with a subwavelength-diameter fiber taper coated with gelatin film", Opt. Express 16, 17 (2008). CrossRef S.Zhu, F.Pang, S. Huang, F. Zou, Q. Guo, J. Wen, T. Wang, "High Sensitivity Refractometer Based on TiO2-Coated Adiabatic Tapered Optical Fiber via ALD Technology", Sensors 16, 8 (2016). CrossRef G.Brambilla, "Optical fibre nanowires and microwires: a review", J. Optics 12, 4 (2010) CrossRef M. Ahmad, L.L. Hench, "Effect of taper geometries and launch angle on evanescent wave penetration depth in optical fibers", Biosens. Bioelectron. 20, 7 (2005). CrossRef L.M. Blinov, Electrooptic Effects in Liquid Crystal Materials (New York, Springftianer, 1994). CrossRef L. Scolari, T.T. Alkeskjold, A. Bjarklev, "Tunable Gaussian filter based on tapered liquid crystal photonic bandgap fibre", Electron. Lett. 42, 22 (2006). CrossRef J. Moś, M. Florek, K. Garbat, K.A. Stasiewicz, N. Bennis, L.R. 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Watching video online is one of the most performed activities on the internet in Brazil, according to PNAD Continua 2017. To explore the relationship of this activity with education, the aim of this study was to identify ways to use Youtube videos to support the learning process by college students. To try to elucidate this issue, a systematic literature review (RAMOS, FARIA, FARIA, 2014) was conducted on Youtube and education in the CAPES Theses Database to inquire the accumulation of discussion on the subject. This literature review showed that there are 4 dissertations in this Brazilian database that studied the use of Youtube videos in elementary school. There is a gap in studies in higher education or focusing on informal learning. As an exploratory survey of the theme was applied an online questionnaire to collect data on the use of Youtube to support the learning process. From the content analysis (BARDIN, 2009) of the 64 answers, 4 interest categories were identified in the use of Youtube: 1) content learning, 2) content review, 3) test preparation and 4) audiovisual resources used. In general, it is noted that Youtube videos have been used to answer a specific demand or to reinforce school or self-interest knowledge due to their ease of access and their audiovisual resources.ResumoAssistir vídeo online é uma das atividades mais realizadas na internet no Brasil, segundo dados da PNAD Contínua 2017. Para explorar a relação desta atividade com a educação, o objetivo deste estudo foi identificar formas de utilização de vídeos do Youtube como suporte ao processo de aprendizagem por universitários. Para tentar elucidar esta questão foi realizada uma revisão sistemática da literatura (RAMOS; FARIA; FARIA, 2014) sobre o Youtube e a educação no catálogo de teses e dissertações Capes para averiguar o acúmulo de discussão sobre a temática. Esta revisão da literatura mostrou que há 4 dissertações nesta base brasileira que estudaram a utilização de vídeos do Youtube no ensino fundamental. Há uma lacuna de estudos no ensino superior ou que foquem na aprendizagem informal. Como levantamento exploratório do tema foi aplicado um questionário online para levantar dados sobre a utilização do Youtube como suporte ao processo de aprendizagem. A partir da análise de conteúdo (BARDIN, 2009) das 64 respostas foram identificadas 4 categorias de interesses na utilização do Youtube: 1) aprendizagem de conteúdo, 2) revisão de conteúdo, 3) preparação para testes e 4) recursos audiovisuais utilizados. Em geral, nota-se que vídeos do Youtube têm sido utilizados para atender uma demanda específica ou para reforçar um conhecimento escolar ou de interesse próprio devido a sua facilidade de acesso e aos seus recursos audiovisuais.Palavras-chave: Tecnologia e educação, Educação informal, Atitude dos estudantes, Ambiente de aprendizagem.Keywords: Technology Uses in Education; Informal Education; Student Attitudes; Situated Learning.ReferencesARAUJO, Marcelo Henrique de; REINHARD, Nicolau. Caracterizando os usuários de Internet no Brasil: uma análise a partir das habilidades digitais. TWENTY-FOURTH AMERICAS CONFERENCE ON INFORMATION SYSTEMS, New Orleans, Anais…, 2018. Disponível em: https://aisel.aisnet.org/amcis2018/LACAIS/Presentations/12/. Acesso em: 24 jun. 2019BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.BLASCHKE, Lisa Marie; HASE, Stewart. Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning. 1. 2019. Disponível em https://ojs.aut.ac.nz/pjtel/index.php/pjtel/article/view/1/1 Acesso em 11 out. 2019.BURGESS, Jean; GREEN, Joshua. YouTube e a Revolução Digital: como o maior fenômeno da cultura participativa transformou a mídia e a sociedade; tradução Ricardo Giassetti. São Paulo: Aleph, 2009,FLEMING, Neil D.; BAUME, David. Learning Styles Again: VARKing up the right tree!, Educational Developments, SEDA Ltd, Issue 7.4, 2006. Disponível em http://www.vark-learn.com/wp-content/uploads/2014/08/Educational-Developments.pdf. Acesso em 13 out. 2019FLEMING, Neil D.; BONWELL, Charles C. How Do I Learn Best?: A Student's Guide to Improved Learning: Vark, Visual Aural Read/write Kinesthetic. Christchurch, N.Z: N. Fleming, 2001. Disponível em http://vark-learn.com/wp-content/uploads/2019/07/How-Do-I-Learn-Best-Sample.pdf. Acesso em 13 out. 2019KAMERS, Nelito Jose. O YouTube como ferramenta pedagógica no ensino de física. 2013. 178 f. Mestrado em Educação: Universidade do Estado de Santa Catarina, Florianópolis, 2013.LANIER, Jaron. Dez argumentos para você deletar agora suas redes sociais. Tradução Bruno Casotti. Intrínseca; Edição do Kindle. 2018LAVE, J.; WENGER, E. Situated leaning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.LAVE, Jean. Aprendizagem como/na prática. Horizontes Antropológicos [Online], 44, 2015. Disponível em http://journals.openedition.org/horizontes/1000. Acesso em 3 out. 2019MESEGUER-MARTINEZ, Angel; ROS-GALVEZ, Alejandro; ROSA-GARCIA, Alfonso Satisfaction with online teaching videos: A quantitative approach, Innovations in Education and Teaching International, 54:1, 62-67, 2017. DOI: 10.1080/14703297.2016.1143859MINOSSO, Anderson. Contribuições do software de geometria dinâmica na abordagem do conceito de função quadrática no ensino fundamental. 2018. 82 f. Mestrado Profissional em Educação Básica: Universidade Alto Vale do Rio do Peixe, Caçador, 2018MOTA, Gersivalda Mendonça da. Possibilidades de uso do site de rede social youtube na educação básica em Itabaiana-SE. 2018. 112 f. Mestrado em Educação: Fundação Universidade Federal de Sergipe. 2018.NASCIMENTO, W. R. D.; SALVIATO-SILVA, A. C.; DELL’ AGLI, B. A. V. O desempenho em tecnologias digitais para aprendizagem: um estudo com universitários. ETD - Educação Temática Digital, v. 21, n. 1, p. 182-201, 2019.ORRICO, Clarissa Ariadne. A influência das tecnologias de informação e comunicação na leitura dos alunos do 6º ano do Ensino Fundamental II. 2018. 83 f. Mestrado Profissional em Processos de ensino, gestão e inovação: Universidade de Araraquara, Araraquara, 2018.PNAD Contínua. Pesquisa Nacional por Amostra de Domicílios Contínua. Acesso à Internet e à televisão e posse de telefone móvel celular para uso pessoal 2017. IBGE. 2018. Disponível em https://biblioteca.ibge.gov.br/visualizacao/livros/liv101631_informativo.pdf Acesso em 14 out. 2019RAMOS, Altina; M. FARIA, Paulo; FARIA, Ádila. Revisão sistemática de literatura: contributo para a inovação na investigação em Ciências da Educação. Revista Diálogo Educacional, v. 14, n. 41, p. 17-36, 2014. Disponível em: https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/2269/2185 Acesso em: 04 jun. 2019.SCOLARI, Carlos A. Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula. h2020 | Research and Innovation Actions: España. 2018. Disponível em https://digital.fundacionceibal.edu.uy/jspui/handle/123456789/247. Acesso em: 04 jun. 2019.SIBILIA, Paula. O Show do Eu. A intimidade como espetáculo. 2 ed. Rio de Janeiro: Contraponto, 2016.WOJCICKI, Susan. Mid-year Update on Our Five Creator Priorities for 2018. Julho 2018. Disponível em https://youtube-creators.googleblog.com/2018/07/mid-year-update-on-our-five-creator.html. Acesso em: 29 set. 2019.e3757008

This article is about a work developed between 2013 and 2015 within the Sociological Observatory of Student Life at the Federal University of Viçosa –UFV – (Brazil), a research group that produces and disseminates knowledge about students from working classes’ university life. This work aimed at creating possibilities for poor students do an intellectual affiliation to the public university. First, eighteen pedagogy female students developed a self-analysis of their own school trajectories and academic experiences, describing them reflexively based on Bourdieu ideas. Then, projects and researches were done about the themes that emerged from the self-analysis stage. The method used to generate the data was the biographical stories, and, most of those who were investigated were UFV’s students, consequently, it was possible to do a connection between the knowledge from the students as researchers and as research subjects. Among the results of this work was the fact that the self-analysis enabled the students to interpret principles, which engendered their practices and the incorporation and/or updating of favorable dispositions, which constituted the academic quality of their trajectories. It also showed that the trajectories may promote the intellectual affiliation to the public university and that it can face up the effects that social origin may have on the academic trajectories. The association of self-analysis, as an interpretive work of dispositions and practices, with the research development, and the connection of knowledge among students, with affinities of habitus, made possible the constitution sociability networks and permanence at UFV.ResumoO artigo trata de um trabalho realizado nos anos de 2013 a 2015, no âmbito do Observatório Sociológico da Vida Estudantil da Universidade Federal de Viçosa – UFV – (Brasil), instância formativa, de produção e de divulgação do conhecimento sobre a vida estudantil de universitários das camadas populares. O objetivo do trabalho foi criar possibilidades para a afiliação intelectual de estudantes pobres à universidade pública. Na primeira etapa, dezoito universitárias, do curso de Pedagogia, realizaram autoanálises das trajetórias escolares e vivências acadêmicas, tendo como referência o pensamento bourdieusiano, e fzeram a descrição reflexiva delas. Na segunda etapa, foram elaborados projetos e desenvolvidas pesquisas sobre temas que emergiram dessas autoanálises. O método de geração de dados foi o relato biográfico, e os investigados, em sua maior parte, eram estudantes da UFV, o que, juntamente com as autoanálises realizadas, viabilizou a conexão de saberes entre as estudantes na condição de pesquisadoras e os sujeitos investigados. Dentre os resultados desse trabalho há o fato de que as autoanálises permitiram às estudantes a interpretação dos princípios que engendram suas práticas e a incorporação e/ou atualização de disposições favoráveis à constituição de percursos acadêmicos de qualidade e se mostraram uma forma de promover a afiliação intelectual à universidade pública e de enfrentamento dos efeitos que a origem social possa ter nos percursos acadêmicos. A associação da autoanálise, como um trabalho interpretativo das disposições e práticas, com a realização de pesquisas, e a conexão de saberes entre estudantes com afinidades de habitus, engendrou a constituição de redes de sociabilidade e a permanência na UFV.Keywords: Access to higher education, Sociology of Education, Socio-educational inequalities.Palavras-chave: Acesso à educação superior, Sociologia da Educação, Desigualdades socioeducacionais.ReferencesARIOVALDO, Thainara Cristina de Castro. O Sistema de Seleção Unificada e a escolha pelas Licenciaturas na Universidade Federal de Viçosa. 2018, 117 p. Dissertação (Mestrado em Educação) – Universidade Federal de Minas Gerais, Belo Horizonte, 2018.BOURDIEU, Pierre. Reprodução cultural e reprodução social. In: BOURDIEU, Pierre. A economia das trocas simbólicas. 3. ed. São Paulo: Perspectiva, 1992. p. 295-336.BOURDIEU, Pierre. Esboço de uma teoria da prática. In: ORTIZ, Renato. Pierre Bourdieu. 2. ed. São Paulo: Ática, 1994. p. 46-81.BOURDIEU, Pierre. É possível um ato desinteressado? In: BOURDIEU, Pierre. Razões práticas: sobre a teoria da ação. Campinas: Papirus, 1996. p. 137-162.BOURDIEU, Pierre. Os excluídos do interior. In: BOURDIEU, Pierre. (Coord.) A miséria do mundo. Petrópolis/RJ : Vozes, 1997, p. 481-487.BOURDIEU, Pierre. Violência simbólica e lutas políticas. In: BOURDIEU, Pierre. Meditações pascalianas. Rio de Janeiro: Bertrand Brasil, 2001, p. 199-233.BOURDIEU, Pierre. Esboço de auto-análise. São Paulo: Cia. das Letras, 2005.CARVALHO, Josiane das Graças. A formação por alternância na Licenciatura em Educação do Campo da UFV: experiências e representações sociais dos educandos. 2017. 133 p. Dissertação (Mestrado em Educação) – Universidade Federal de Viçosa, Viçosa, 2017.COULON, Alain. Reprodução e filiação. In: COULON, Alain. Etnometodologia e educação. Petrópolis, Vozes, 1995, p. 147-166.COULON, Alain. A condição de estudante. A entrada na vida universitária. Salvador/BA: EDUFBA, 2008.LACERDA, Wânia Maria Guimarães. Famílias e filhos na construção de trajetórias escolares pouco prováveis: o caso dos iteanos. 2006. 416 p. Tese (Doutorado em Educação) – Universidade Federal Fluminense (UFF), Rio de Janeiro, 2006.LACERDA, Wânia Maria Guimarães. Famílias e filhos na construção de percursos escolares pouco prováveis. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Estudos sobre a vida e cultura universitárias. Salvador/BA: EDUFBA, 2012, p. 87-130.LACERDA, Wânia Maria Guimarães. Professores em formação e hierarquias simbólicas: o caso de estudantes de Pedagogia da UFV. In: BRAÚNA, Rita de Cássia de Alcântara; BARCELOS, Ana Maria Ferreira (Orgs.). Demandas contemporâneas na formação de Professores. Viçosa/MG: Editora UFV, 2013, p.12-43.LACERDA, Wânia Maria Guimarães. De escolas públicas estaduais ao Instituto Tecnológico de Aeronáutica (ITA). In: PIOTTO, Débora Cristina (Org.). Camadas Populares e universidades públicas. Trajetórias e experiência escolares. São Carlos: Pedro & João Editores, 2014, p. 45-88.LAHIRE, Bernard. O ponto de vista do conhecimento. In: LAHIRE, Bernard. Sucesso escolar nos meios populares: as razões do improvável. São Paulo: Ática, 1997. p. 17-46.LUCAS, S. R. Effectively Maintained Inequality: education transitions, track mobility, and social background effects. The American Journal of Sociology, v. 106, n. 6, p. 1642-1690, maio 2001.MONT’ALVÃO, A. A dimensão vertical e horizontal da estratificação educacional. Teoria e Cultura. Programa de Pós-Graduação em Ciências Sociais – UFJF, v. 11, n. 1 jan/jun. p. 13-20, 2016.PAIVANDI, Saeed. A qualidade da aprendizagem dos estudantes e a pedagogia na universidade. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Estudos sobre a vida e cultura universitárias. Salvador/BA: EDUFBA, 2012, p. 31-59.PAIVANDI, Saeed. A avaliação do ensino pelo estudante, a pedagogia universitária e o ofício de professor. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Universidade, responsabilidade social e juventude. Salvador/BA: EDUFBA, 2013, p. 319-352.PAIVANDI, Saeed. Que significa o desempenho acadêmico dos estudantes? In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha; CARVALHO, Ava. (Orgs.). Observatório da vida estudantil. Avaliação e qualidade no ensino superior: formar como e para que mundo? Salvador/BA: EDUFBA, 2015, p. 23-60.PASSERON, Jean-Claude. A encenação e o corpus: biografias, fluxos, itinerários, trajetórias. In: ______. O raciocínio sociológico: o espaço não-popperiano do raciocínio natural. Petrópolis: Vozes, 1995. p. 204-227.PEREIRA, Aline Juliana de Souza. Três famílias de camadas populares e a escolarização dos filhos: entre estabelecimentos de ensino públicos e privados. 2016. 119 p. 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l s’agit d’un volume paru comme résultat de l’initiative d’Anne-Laure Le Guern, Jean-François Thémines et Serge Martin, initiative qui, depuis 2013, a généré des manifestations scientifiques, des journées d’études organisées autour des carnets de l’IUFM, devenu ESPE et actuellement l’INSPE de Caen. Les carnets édités par la suite sont devenus un espace de réflexion, et un outil d’enseignement-apprentissage, un espace de recherche. Qu’est-ce qu’un carnet en didactique ? Les trois axes de recherche du volume Les carnets aujourd’hui… l’expliquent, avec de exemples des pratiques en classe ou dans le cadre d’autres types d’activités à dominante didactique. Un carnet peut être un objet en papier de dimensions et textures diversifiées, utilisé en différentes manières afin de susciter l’intérêt et la curiosité de l’apprenant. Parmi ses possibilités d’utilisation en classe : au lycée, qu’il s’agisse du lycée de culture générale ou du lycée professionnel, pour créer des liens entre littérature et écriture (« Lecture littéraire, écriture créative », avec des articles appartenant à Anne Schneider, Stéphanie Lemarchand et Yves Renaud) ; en maternelle et à l’école primaire (« Pratiques du carnet à l’école primaire », les articles liés à ce sujet appartenant à Catherine Rebiffé et Roselyne Le Bourgeois-Viron, Dominique Briand, Marie-Laure Guégan, Élise Ouvrard ; le carnet peut également passer du format papier à des adaptations modernes comme le téléphone mobile, le blog... (« D’une approche anthropologique à une approche culturelle », des recherches en ce sens venant de la part d’Élisabeth Schneider, Magali Jeannin, Corinne Le Bars). Sophie Hébert-Loizelet et Élise Ouvrard, ouvrent le volume avec le texte intitulé « Le carnet, une matérialité foisonnante et insaisissable », où elles partent de l’aspect physique d’un carnet vers ses contenus, tout en soulignant que, « depuis une quarantaine d’années » seulement, des spécialistes en critique génétique, des théoriciens des genres littéraires et des universitaires lui accordent l’importance méritée, dans la tentative de « répondre à cette simple question "qu’est-ce qu’un carnet" », parvenant ainsi à en démultiplier « les pistes intellectuelles, théoriques autant que pratiques » (Hébert-Loizelet, & Ouvrard 2019 : 9). La diversité des carnets détermine les auteures à souligner, et à juste titre, que le carnet « incarne matériellement et pratiquement une certaine forme de liberté, n’ayant à priori aucune contrainte à respecter et pouvant dès lors recevoir n’importe quelle trace », permettant ainsi « à son détenteur, de manière souvent impromptue, indirecte […], de se découvrir, par tâtonnements, par jaillissements » (Hébert-Loizelet, & Ouvrard 2019 : 10). Le premier contact avec un carnet étant d’ordre esthétique, on comprend bien la « magie » qu’il peut exercer sur l’élève, l’invitant ainsi, en quelque sorte, à sortir de la salle de cours, à se sentir plus libre. Le carnet est en même temps un bon aide-mémoire. Ses dimensions invitent à synthétiser la pensée, à la relecture, une « relecture à court terme » et une « relecture à long terme » (Hébert-Loizelet, & Ouvrard 2019 : 15), toutes les deux enrichissantes. Le carnet devient effectivement outil d’apprentissage et objet de recherche. Les contributions présentes dans ce livre, soulignent les auteures par la suite, représentent des regards croisés (du 23 mars 2016) sur « l’objet carnet, en proposant des recherches académiques, anthropologiques ou didactiques mais également des comptes rendus d’expériences sur le terrain » dans le but de « prendre en considération l’utilisation des carnets dans leur grande hétérogénéité de la maternelle à l’université pour rendre compte des voyages, mais aussi de lectures et d’apprentissage dans les disciplines aussi variées que le français, l’histoire, les arts visuels, ou les arts plastiques, et ce dans différents milieux institutionnels » (Hébert-Loizelet, & Ouvrard 2019 : 17). Prenons le premier axe de recherche mentionné plus haut, celui de la lecture littéraire et de l’écriture créative. Se penchant sur d’autorité de différents spécialistes dans le domaine, tels Pierre Bayard et Nathalie Brillant-Rannou, les deux premiers textes de cet axe insistent sur la modalité d’intégrer « l’activité du lecteur et son rapport à la littérature » par le carnet de lecture dans le cadre de la didactique de la littérature. Le troisième texte représente une exploitation du carnet artistique qui « favorise un meilleur rapport à l’écriture » et modifie la relation que les élèves de 15 à 17 ans du canton Vaud de Suisse ont avec le monde (Hébert-Loizelet, & Ouvrard 2019 : 19). Nous avons retenu de l’article d’Anne Schneider, l’exploitation de la notion de bibliothèque intérieure, telle qu’elle est vue par Pierre Bayard, bibliothèque incluant « nos livres secrets » en relation avec ceux des autres, les livres qui nous « fabriquent » (Schneider 2019 : 36). Ces livres figurent dans les carnets personnels, avec une succession de titres lus ou à lire, commentaires, dessins, jugements. Pour ce qui est de l’expérience en lycée professionnel (l’article de Stéphanie Lemarchand), on souligne l’attention accordée au « sujet lecteur » par le biais du carnet de lecture, plus exactement la réalisation d’une réflexion personnelle et les possibilités d’exprimer cette réflexion personnelle. Ici encore, il faut signaler la notion d’« autolecture » introduite par Nathalie Brillant-Rannou, l’enseignant se proposant de participer au même processus que ses élèves. En ce sens, la démarche auprès des élèves d’une école professionnelle, moins forts en français et en lecture, s’avère particulièrement intéressante. On leur demande d’écrire des contes que leurs collègues commentent, ou de commenter un film à l’aide du carnet de lecture qui devient carnet dialogique, non pas occasion du jugement de l’autre, mais d’observer et de retenir, devenant ainsi « un embrayeur du cours » (Lemarchand 2019 : 45). Le passage aux textes littéraires – des contes simples aux contes plus compliqués et des films de science-fiction aux livres de science-fiction – devient normal et incitant, permettant petit à petit le passage vers la poésie. L’utilisation du carnet dialogique détermine les élèves à devenir conscients de l’importance de leur point de vue, ce qui fait que ceux-ci commencent à devenir conscients d’eux-mêmes et à choisir des méthodes personnelles pour améliorer leur niveau de compétences, la démarche de l’enseignant devenant elle aussi de plus en plus complexe. Le premier article, du deuxième axe, celui visant les pratiques du carnet à l’école primaire, article signé par Catherine Rebiffé et Roselyne Le Bourgeois-Viron, présente le résultat d’une recherche qui « s’appuie sur les liens entre échanges oraux et trace écrite, mais aussi sur la dimension retouchable, ajustable de l’objet carnet réunissant dessins, photographies et dictée, afin d’initier les élèves à l’écrit » (Hébert-Loizelet, & Ouvrard 2019 : 19). Pour ce qui est de l’enseignement de l’histoire à des élèves du cycle 3, avec une pensée critique en construction et une difficulté de comprendre un vocabulaire plus compliqué et les langages spécialisés, Dominique Briand propose le carnet Renefer, un choix parfait à son avis, vu que « l’artiste qui réalise les estampes sur le conflit [de la Grande Guerre] s’adresse à une enfant [de huit ans], sa fille » (Briand 2019 : 97), appelée par Renefer lui-même « Belle Petite Monde ». Un autre aspect important est lié au message transmis par l’image envisagée dans cette perspective. Il s’agit en effet de filtrer l’information en sorte que la violence et la souffrance soient perçues à des degrés émotionnels différents, pour laisser à l’élève la possibilité de débats, de réflexions. Les textes qui accompagnent les images du carnet Renefer, succincts mais suggestifs, s’adaptent également au niveau d’âge et implicitement de compréhension. Les élèves sont sensibilisés, invités à voir le côté humain, le brin de vie et d’espoir qui peuvent se cacher derrière une situation réaliste. Le carnet Renefer didactisé amène les élèves « à apprendre l’histoire dans une démarche active et clairement pluridisciplinaire qui laisse une place importante à l’histoire des arts » (Briand 2019 : 105). Le carnet d’artiste comme instrument didactique, plus exactement celui de Miquel Barceló qui a séjourné en Afrique et dont les carnets d’artiste témoignent de ses voyages et de l’utilisation des moyens locaux pour peindre ou même pour faire sécher les peintures est proposé par Marie-Laure Guégan. En passant par des crayons aquarelles, Miquel Barceló va ajouter du relief dans les pages peintes de ses carnets (« papiers d’emballage, billets de banque [par leur graphisme ils peuvent devenir le motif textile d’une robe de femme, par exemple], paquets de cigarettes, boîtes de médicaments » qui sont collés ou bien collés et arrachés par la suite). Pour réaliser des nuances différentes ou une autre texture, il y rajoute des « débris de tabac ou de fibre végétale agrégés de la terre, du sable ou de pigments » (Guégan 2019 : 117). Il est aidé par l’observation profonde de la nature, des changements perpétuels, du mélange des matières qui se développent, se modifient le long des années. Ainsi, il intègre dans ses peintures « le temps long (des civilisations), le temps moyen (à l’aune d’une période politique), le temps court (à la dimension de l’individu) » (Guégan 2019 : 121), aussi bien que l’espace, la lumière, l’ombre, les matières, le corps, l’inventivité. Toutes ces qualités recommandent déjà l’auteur pour l’exploitation didactique dans le primaire, il y vient avec un modèle d’intégration de l’enfant dans le monde. L’article de Marie-Laure Guégan parle de l’intégration du travail sur les carnets de l’artiste dans la réalisation de la couverture d’un carnet de voyage par les élèves du cycle 3 en CM2, (cycle de consolidation). D’où la nécessité d’introduire la peinture ou les carnets d’artistes « non comme modèles à imiter, mais comme objets de contemplation et de réflexion » (Guégan 2019 : 128). Dans l’article suivant, Élise Ouvrard parle d’un type de carnet qui permet l’exploitation des pratiques interdisciplinaires à l’école primaire, domaine moins approfondi dans le cadre de ces pratiques ; le but spécifique est celui de la « construction de la compétence interculturelle » qui « s’inscrit plus largement dans l’esprit d’une approche d’enseignement-apprentissage par compétences » (Ouvrard 2019 : 132). L’accent mis sur la compétence est perçu par Guy de Boterf, cité par Élise Ouvrard, comme « manifestation dans l’interprétation », à savoir la possibilité de « construire sa propre réponse pertinente, sa propre façon d’agir » (Cf. Ouvrard 2019 : 132 cité de Le Boterf 2001 :40) dans un processus qui vise la création de liens entre les éléments assimilés (ressources, activités et résultats pour une tâche donnée). Le professeur devient dans ce contexte, la personne qui traduit des contenus en actions qui servent « à mettre en œuvre, à sélectionner des tâches de difficulté croissante qui permettront aux élèves de gagner progressivement une maîtrise des compétences » (Ouvrard 2019 : 133). Cette perspective fait du carnet « un outil permettant de tisser des liens entre la culture scolaire et les expériences hors de la classe, mais aussi de décloisonner des apprentissages, de s’éloigner de l’approche par contenus-matière » (Ouvrard 2019 : 133). C’est un cadre d’analyse qui intègre la perspective didactique du français aussi bien que l’anthropologie de l’écriture. L’activité pratique consiste dans le travail sur des carnets de voyage avec des élèves en CM1 et CM2, venant de deux écoles différentes et qui préparent et effectuent un voyage en Angleterre. Les étapes du parcours visent : - entretiens individuels pré- et post-expérimentation des quatre enseignants concernés ; - fiche de préparation des séances autour du carnet ; - questionnaire pré- et post-expérimentation soumis aux élèves ; - entretiens collectifs post-expérimentation des élèves ; - photographies des carnets à mi-parcours de l’expérimentation et à la fin du parcours. L’analyse des documents a prouvé que les élèves ont réagi de manière positive. Ils ont apprécié le carnet comme plus valeureux que le cahier. Le premier permet un rapport plus complexe avec le milieu social, avec la famille, avec la famille d’accueil dans le cadre du voyage, même des visioconférences avec la famille. À partir des carnets de voyage on peut initier le principe des carnets de l’amitié qui permet au carnet d’un élève de circuler dans un petit groupe et s’enrichir des ajouts des autres collègues. On peut avoir également l’occasion de découvrir des talents des élèves, de mieux les connaître, de mettre l’accent sur leur autonomie. Différentes disciplines peuvent s’y intégrer : le français, l’anglais, l’histoire, les mathématiques, la géographie, la musique, les arts. Important s’avère le décloisonnement des disciplines par le choix de créneaux distincts pour l’utilisation-exploitation des carnets de voyage. Le dernier groupement d’articles, axé sur le passage d’une approche anthropologique à une approche culturelle, tente d’envisager un avenir pour le carnet. En tant que spécialiste des pratiques scripturales adolescentes, partant de la théorie de Roger T. Pédauque pour le document, Elisabeth Schneider se concentre dans son article sur le téléphone mobile par ce qu’on appelle « polytopie scripturale qui caractérise l’interaction des processus d’écriture, des activités et des déplacements avec le téléphone mobile » (Hébert-Loizelet, & Ouvrard 2019 : 21), celui-ci s’encadrant du point de vue épistémologique, dans les catégories « signe », « forme » et « médium », tridimensionnalité qui permet de « comprendre les enjeux actuels concernant l’auctorialité, la structure du document, par exemple, mais aussi d’en revisiter l’histoire » (Schneider 2019 : 164). L’importance du blog pédagogique comme carnet médiatique multimodal, résultat du travail avec des étudiants sous contrat Erasmus ou type Erasmus venus à l’ESPE de Caen pour mettre en lumière l’expérience interculturelle, est démontrée par Magali Jeannin. Son article prend comme point d’encrage les notions d’« hypermobilité » pour les individus avec une identité « hypermoderne », en pleine « mouvance » et « liquidité » (Jeannin 2019 : 169), qui, des fois, dans le cas des étudiants, pourrait se concrétiser en « expérience interculturelle » et « tourisme universitaire ». L’intérêt de l’auteure va vers l’interrogation, « les enjeux et les moyens d’une didactique de l’implication du sujet en contexte interculturel » par un « blog pédagogique des étudiants étrangers » lié au cours sur les compétences interculturelles. Ainsi, parmi les enjeux du « blog pédagogique des étudiants à l’étranger » comme carnet multimodal comptent : donner à l’expérience culturelle la valeur subjective qui évite la réification du sujet en investissant « la langue et la culture cibles comme des faits et pratiques sociaux (inter)subjectifs » (Jeannin 2019 : 171) et même transsubjectifs d’après le modèle du blog libre ; le blog-carnet devient un espace de rencontre entre carnet de voyage et carnet de lecture, carnet d’expérience, carnet d’ethnographie (avec un mélange entre langue cible et langue source) ; il s’inscrit « dans une tradition de l’écriture de l’expérience en classe de FLE » (Jeannin 2019 : 173). Les écrits en grande mesure programmés du blog pédagogique sont ensuite exploités ; ils répondent en même temps « à des besoins personnels » et à des « fins universitaires » (Jeannin 2019 : 174). Par ce procédé, le réel est pris comme un processus non pas comme une simple représentation. Toujours avec une visée interculturelle, le dernier article de cette série fait référence à l’Institut régional du travail social Normandie-Caen, dont le but est de former « les futurs travailleurs sociaux » (Hébert-Loizelet, & Ouvrard 2019 : 21), par une recherche franco-québécoise qui concerne l’implication des mobilités internationales pour études. Ce volume représente un outil particulièrement important en didactique, un outil que je recommande chaleureusement en égale mesure aux enseignants et aux chercheurs spécialisés. Si je me suis arrêtée sur quelques articles, c’est parce qu’il m’a semblé important d’insister sur des côtés qui sont moins exploités par les enseignants roumains et qui mériteraient de l’être.

Cadre de la recherche :Bien qu’elle connaisse le Bois des Pins (récemment rouvert au public), la ville de Beyrouth manque cruellement d’espaces publics. Les quelques rares places sont, pour la plupart, dégradées ; les petits espaces récréatifs dédiés aux enfants, bien peu nombreux. Cette ville, qui peu à peu se vide des jeunes couples (surtout avec l’élévation du prix foncier), ne s’intéresse guère aux enfants ou aux adolescents, mais cherche avant tout à attirer le jeune public dans ses quartiers branchés ou à séduire les touristes par la reconstruction du centre-ville.Objectifs :Le présent article n’a pas comme objectif de s’épancher sur les maux de cette société dont les origines remontent à des siècles, mais plutôt d’analyser « la ville comme le lieu où s’inventent les solutions ». Nous nous demandons alors : pourquoi ne pas réinventer l’usage des écoles (qui ne servent que quelques heures durant la journée) pour en faire des espaces récréatifs l’après-midi et durant les vacances estivales ?Méthodologie :En nous fondant sur les résultats d’une recherche doctorale portant sur l’architecture scolaire au Liban, nous avons identifié les attentes des usagers en matière d’espaces urbains. Nous privilégions dans ce travail une méthode mixte : qualitative (à travers des entretiens semi-directifs réalisés avec les acteurs du secteur éducatif) et quantitative (portant sur un modèle de cas multiples).Résultats :Les avis recueillis des directeurs, des parents et des élèves, bien que ces derniers fussent parfois réticents, paraissent s’accorder avec la volonté de faire place aux jeunes dans la ville de demain. Mais le partage des espaces scolaires avec la ville pose la question de la sécurité, de la détérioration et du maintien de la propreté de ces infrastructures.Conclusions :Rendre la ville aux enfants et aux adolescents impliquera donc non seulement des modifications physiques dans la ville mais aussi un changement des habitudes et des mentalités des habitants et des décideurs locaux.Contribution :Cet article cherche à penser « autrement » le milieu scolaire urbain afin de rendre aux jeunes des espaces qui leur reviennent de droit.

This article draws upon a weekly feature in the Toronto Star newspaper, the “High School Report,” to explore the representations of black male student athletes over the school year 2003/2004. These media representations contribute to an understanding of the wider social reality of student athletes. Our investigation points to the fact that the media present black male students compared to their white counterparts as giving priority to athletics over academics. By ignoring the structural inequities they face in schools and society, the media contribute to a popular discourse which frames the social and educational possibilities of black male students in limiting ways. Cet article tire ses renseignements de l'article hebdomadaire du journal Toronto Star: le Rapport sur les écoles secondaires “High School Report,” , pour examiner la représentation des athlètes-étudiants noirs pendant l'année scolaire 2003-2004. Ces représentations dans la presse contribuent à la compréhension d'une réalité plus large dans la société pour les athlètes-étudiants. Notre examen pointe au fait que la presse représente les athlètes-étudiants noirs comme plus inclinés aux sports qu'aux études scolaires que les athlètes-étudiants blancs. En ignorant les iniquités structurelles auxquelles les athlètes-étudiants doivent faire face à l'école comme dans la société, la presse se donne au discours populaire qui encadre les possibilités sociales et éducationnelles des étudiants noirs d'une façon limitée.

Giguère, François. Une fausse note. Québec : Éditions Vents d’Ouest, 2014. Imprimé Une fausse note est le premier livre de François Giguère, un jeune retraité qui s’est lancé dans l’écriture après avoir gagné le concours littéraire Cerrdoc en 2000. Ce roman jeunesse qualifié de réaliste se situe entre le drame et la romance et se destine aux ados. Pour écrire cet ouvrage, l’auteur s’est inspiré des histoires vécues par ses quatre enfants lorsqu’ils étaient adolescents. Ainsi, ce livre traite entre autres de l’école et des premiers amours avec toutes les difficultés et les joies que cela peut comporter.Le titre Une fausse note est un jeu de mots faisant référence au thème principal du livre, la musique, et à la relation tendue entre Audrey et Sébastien. Audrey, personnage principal fait partie de l’ensemble musical de son école avec son amie Maude et son pire ennemi Sébastien. L’histoire débute avec la fin des vacances et par conséquent la rentrée. Julie St-Laurent, le professeur de musique prévoit pour cette nouvelle année scolaire un projet original qui consiste à faire jouer en duo ses élèves et ce avec un instrument différent de celui qu’ils utilisent dans l’harmonie. Ironie du sort, Audrey et Sébastien se retrouvent à travailler ensemble. Audrey, jeune adolescente au caractère bien trempée impose des limites très strictes à Sébastien qui l’aime en silence depuis si longtemps. Cependant, au fil de l’année scolaire, les choses évoluent et les deux coéquipiers finissent par s’avouer leurs sentiments. Mais les obligations professionnelles du père d’Audrey viendront chambouler leur relation. Le récit est donc une alternance d’événements dramatiques et romantiques qui tient le lecteur en haleine jusqu’à la toute dernière page.La typographie utilisée, la présence de minces interlignes et le nombre de page, soit 180, sont le signe d’un roman qui vise un lectorat âgé d’au moins 12 ans. Il faudra compter une dizaine d’heures pour qu’un bon lecteur puisse terminer ce roman passionnant. En ce qui concerne l’écriture, le style est plutôt classique, même dans les dialogues qui mettent le plus souvent en scène de jeunes ados.Si dans ce roman tout tourne autour de la musique, l’auteur aborde aussi le thème de la famille tel qu’on la connait aujourd’hui. Étant donné que cette histoire est très proche de ce que vivent les jeunes, le lecteur sera aussi amené à réfléchir sur sa relation à l’autre. Cela le fera sans aucun doute évoluer de manière positive. La véracité de certains éléments permettra également au lecteur de se reconnaître et ainsi vivre en héros le temps d’une lecture. Ce livre est donc parfait pour le lectorat adolescent qui s’intéresse à des textes en phase avec la vie actuelle.Note: quatre étoiles Critique: Leticia GomezLeticia étudie au Campus Saint-Jean depuis trois ans où elle effectue un baccalauréat en éducation secondaire avec une majeure en littérature. Elle écrit également des critiques littéraires pour le Franco, un journal francophone local.

Background In light of increasing interest in open access publishing, this Research in Brief proposes and presents a financial analysis of a cooperative approach to moving subscription journals to open access.Analysis The article utilizes a 2014 survey of Canadian scholarly journals as well as an earlier 2004 survey to demonstrate the ways in which a cooperative model can mitigate publisher risk and sustain open access.Conclusions and implications The study sets out the financial details of moving the “average” Canadian subscription journal to open access with the support of its previously subscribing libraries, in ways that need not involve a publisher revenue loss or a library expense increase.Keywords Journals; Open access; Financial modelling; CanadaContexte Vu l’intérêt croissant pour l’édition à libre accès, cette Recherche en bref propose et présente une analyse financière d’une approche coopérative à bouger les revues d’abonnement à l’accès libre.Analyse Cet article utilise un sondage de 2014 des revues scolaires canadiennes ainsi qu’un sondage auparavant de 2004 à décrire les façons dont un modèle coopératif peut réduire le risque d’éditeur et maintenir l’accès libre.Conclusion et implications L’étude expose les détails financiers de bouger la « moyenne » revue d’abonnement canadienne à l’accès libre avec le soutien de ses bibliothèques qui lui s’abonnent précédemment, dans des façons qui n’impliquent pas une perte du chiffre d’affaires d’éditeur ou une augmentation de la dépense de bibliothèque.Mots clés Revues; Accès libre; Modélisation financière; Canada

Bibliometric analysis is the mapping of research research trends by processing metadata from Google Scolar. The aim is to find out research trends in applied mathematics. The research was conducted on April 30, 2021 through searching the Google Scholar database with the keywords applied mathematics with the publication name journal and the maximum number of results is 500 journals as a sample. Metadata retrieval using the Publish or Perish (POP) application version 7.31. The PoP data were then analyzed descriptively based on the publication year, publisher name, researcher productivity, and journal ranking. To get an accurate map of research developments, PoP data is exported to Exel CSV and Result as RIS file formats. The CSV data was created in a pivot table and the RIS data was analyzed using the VOSViewer (VV) application. The results of the research show that the number of publications of research results in the years 2005-2021 has fluctuated and is mostly published in Elsevier. The most prolific foreign researcher in publishing research results is Biher Bist with 14 articles. The VV visualization shows that the map of the development of applied mathematics research is divided into 5 clusters. Cluster 1 consists of 27 topics, cluster 2 consists of 15 topics, cluster 3 consists of 10 topics, cluster 4 consists of 7 topics, and cluster 5 consists of 3 topics with the most research covering mathematics, paper, problem, solution, system, university, department, science.

Flamand, Hélène. L’œuf mystérieux. La nouvelle plume. Collection : P’tits copains. Regina (Saskatchewan), 2015. Imprimé chez Houghton Boston.Hélène Flamand est une auteure d’Edmonton qui a écrit plusieurs albums jeunesses parus aux Éditions de la nouvelle plume et dans lesquels on y retrouve toujours des personnages animaliers. Hélène Flamand a plus d’une corde à son arc puisqu’en plus de l’écriture, elle partage son temps entre l’université de l’Alberta où elle donne des cours de psychologie et sa profession de psychologue scolaire. Dans son dernier ouvrage jeunesse, Hélène Flamand emmène ses lecteurs à la ferme où on y retrouve des lapins, des poules, des canes et un œuf abandonné surgi de nul part.L’œuf mystérieux c’est l’histoire de Duvet, une jolie cane qui décide d’aller se promener vers un étang où par hasard elle trouve un œuf. Face à ce petit orphelin, Duvet ne reste pas insensible, il lui faut retrouver sa maman au plus vite. Après une recherche sans succès dans la basse-cour de la ferme, l’instinct maternel s’empare de Duvet et elle pense à adopter ce petit être solitaire. C’est alors que surgit une maman cane dont ses œufs avaient été éparpillés. Grâce à Brigitte, ils ont tous été retrouvés sauf un. Et par amour maternel, Duvet se sépare de cette petite boule beige qu’elle venait d’adopter. La maman cane comprend la douleur de ce geste et s’empresse de dire à Duvet que d’une certaine façon elle est aussi sa maman. Cette belle histoire est illustrée avec soin par Andrew S. Davis dont le coup de crayon se veut précis. Il a pensé au moindre détails de la vie animale à la campagne allant jusqu’à représenter au milieu de la flore une belle petite abeille et de nombreux papillons. L’auteure et l’illustrateur semblent avoir travaillé main dans la main pour réaliser cet album afin de permettre aux jeunes lecteurs de mieux suivre les aventures de Duvet.Derrière cette histoire d’œuf abandonné se cache une belle leçon de vie sur l’amour maternel du parent adoptif comme du parent biologique et du lien possible entre ces deux parents dans l’intérêt de l’enfant. Et même si cette histoire est riche en symbolique que seul les adultes peuvent percevoir, il ne fait aucun doute que ce livre plaira aux jeunes lecteurs de plus de 3 ans. Il leur montrera qu’un petit œuf n’est jamais seul et qu’il y aura toujours une maman pour l’aimer et s’occuper de lui.Note : 4 étoilesAuteure de la critique : Leticia NadlerLeticia étudie au Campus Saint-Jean depuis trois ans où elle effectue un baccalauréat en éducation secondaire avec une majeure en littérature. Elle écrit également des critiques littéraires pour le Franco, un journal francophone local

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: s.bax@cant.ac.uk). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.03–391 Black, Catherine (Wilfrid Laurier University; Email: cblack@wlu.ca). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: m.p.breen@stir.ac.uk). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: c.coffin@open.ac.uk). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: elizabeth.crosnier@univ.montp3.fr). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: nebila.dhieb@fsb.mu.tn). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.03–399 Eken, A. N. (Sabanci University, Turkey; Email: eken@sabanciuniv.edu). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: lmiccoli@dedalus.lcc.ufmg.br). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: yanmoore@aol.com). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: paleong@nie.edu.sg). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.03–443 Cameron, L. (University of Leeds, UK; Email: L.J.Cameron@education.leeds.ac.uk). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: fipceirj@vc.ehu.es). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: jacinthegiguere@hotmail.com). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: haznedab@boun.edu.tr). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.03–455 Iwashita, Noriko (Melbourne U., Australia; Email: norikoi@unimelb.edu.au). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.03–459 Laufer, Batia (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: natalie_lavoie@uqar.qc.ca). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: jleeman@gmu.edu). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: petermacintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: jm27@post.queensu.ca). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: munoz@fil.ub.es). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 39–56.03–468 Newman, Michael, Trenchs-Parera, Mireia and Pujol, Mercè (CUNY, USA; Email: mnewman@qc.edu). Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 45–71.03–469 Nsangou, Maryse. Problemursachen und Problemlösung in der zweitsprachlichen Kommunikation. [Problems in L2 communication: causes and solutions.] Deutsch als Fremdsprache, 39, 4 (2002), 232–237.03–470 O'Grady, William (U. of Hawaii, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011–1019.03–471 Payne, J. Scott (Middlebury College, USA) and Whitney, Paul J. Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: philos@tassie.net.au). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: philippe.prevost@lli.ulaval.ca). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL (Cambridge, UK), 14, 2 (2002), 235–62.03–476 Rees, David (Institut National d'Horticulture d'Angers, France). Role change in interactive learning environments. Stratégies d'apprentissage (Toulouse, France), 12 (2003), 67–75.03–477 Rehner, Katherine, Mougeon, Raymond (York U., Toronto, Canada; Email: krehner@yorku.ca) and Nadasdi, Terry. The learning of sociolinguistic variation by advanced FSL learners. The case ofnousversusonin immersion French. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 127–156.03–478 Richter, Regina. Konstruktivistiche Lern- und Mediendesign-Theorie und ihre Umsetzung in multimedialen Sprachlernprogrammen. [Constructivist learning- and media-design theory and its application in multimedia language-learning programmes.] Deutsch als Fremdsprache, 39, 4 (2002), 201–206.03–479 Rinder, Ann. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructivist learning paradigm and the new media.] Info DaF (Munich, Germany), 30, 1 (2003), 3–22.03–480 Rott, Susanne and Williams, Jessica (U. of Chicago at Illinois, USA). Making form-meaning connections while reading: A qualitative analysis of word processing. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 45–75.03–481 Shinichi, Izumi (Sophia U., Japan; Email: s-izumi@hoffman.cc.sophia.ac.jp). Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition (Cambridge, UK), 24, 4 (2002), 541–577.03–482 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 195–211.03–483 Slabakova, Roumyana (U. of Iowa, USA; Email: roumyana-slabakova@uiowa.edu). Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: O.Sobolev@lse.ac.uk). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: waka@gpwu.ac.jp). Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research. Second Language Research (London, UK), 19, 1 (2003), 76–94.03–489 Ward, Monica (Dublin City U., Ireland). Reusable XML technologies and the development of language learning materials. ReCALL (Cambridge, UK), 14, 2 (2002), 283–92.03–490 Wendt, Michael (U. Bremen, Germany; Email: inform@uni-bremen.de). Context, culture, and construction: research implications of theory formation in foreign language methodology. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 284–297.03–491 Wernsing, Armin Volkmar (Maria-Sybilla-Merian-Gymnasium/Studienseminar, Krefeld, Germany). Über die Zuversicht und andere Emotionen beim Fremdsprachenlernen. [Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.

The concept of transmedia storyworlds unfolding across complex serial narrative structures has become increasingly important to the study of modern media industries and audience communities. Yet, the precise connections between transmedia networks, serial structures, and narrative processes often remain underdeveloped. The dispersion of potential story elements across a diverse collection of media platforms and technologies prompts questions concerning the function of seriality in the absence of fixed instalments, the meaning of narrative when plot is largely a personal construction of each audience member, and the nature of storytelling in the absence of a unifying author, or when authorship itself takes on a serial character. This special issue opens a conversation on the intersection of these three concepts and their implications for a variety of disciplines, artistic practices, and philosophies. By re-thinking these concepts from fresh perspectives, the collection challenges scholars to consider how a wide range of academic, aesthetic, and social phenomena might be productively thought through using the overlapping lenses of transmedia, seriality, and narrativity. Thus, the collection gathers scholars from life-writing, sport, film studies, cultural anthropology, fine arts, media studies, and literature, all of whom find common ground at this fruitful crossroads. This breadth also challenges the narrow use of transmedia as a specialized term to describe current developments in corporate mass media products that seek to exploit the affordances of hybrid digital media environments. Many prominent scholars, including Marie-Laure Ryan and Henry Jenkins, acknowledge that a basic definition of transmedia as stories with extensions and reinterpretations in numerous media forms includes the oldest kinds of human expression, such as the ancient storyworlds of Arthurian legend and The Odyssey. Yet, what Jenkins terms “top-down” transmedia—that is, pre-planned and often corporate transmedia—has received a disproportionate share of scholarly attention, with modern franchises like The Matrix, the Marvel universe, and Lost serving as common exemplars (Flanagan, Livingstone, and McKenny; Hadas; Mittell; Scolari). Thus, many of the contributions to this issue push the boundaries of what has commonly been studied as transmedia as well as the limits of what may be considered a serial structure or even a story. For example, these papers imagine how an autobiography may also be a digital concept album unfolding in reverse, how participatory artistic performances may unfold in unpredictable instalments across physical and digital space, and how studying sports fandom as a long series of transmedia narrative elements encourages scholars to grapple with the unique structures assembled by audiences of non-fictional story worlds. Setting these experimental offerings into dialogue with entries that approach the study of transmedia in a more established manner provides the basis for building bridges between such recognized conversations in new media studies and potential collaborations with other disciplines and subfields of media studies.This issue builds upon papers collected from four years of the International Transmedia Serial Narration Seminar, which I co-organized with Dr. Claire Cornillon, Assistant Professor (Maîtresse de Conférences) of comparative literature at Université de Nîmes. The seminar held sessions in Paris, Le Havre, Rouen, Amsterdam, and Utrecht, with interdisciplinary speakers from the USA, Australia, France, Belgium, and the Netherlands. As a transnational, interdisciplinary project intended to cross both theoretical and physical boundaries, the seminar aimed to foster exchange between academic conversations that can become isolated not only within disciplines, but also within national and linguistic borders. The seminar thus sought to enhance academic mobility between both people and ideas, and the digital, open-access publication of the collected papers alongside additional scholarly interlocutors serves to broaden the seminar’s goals of creating a border-crossing conversation. After two special issues primarily collecting the French language papers in TV/Series (2014) and Revue Française des Sciences de l’Information et de la Communication (2017), this issue seeks to share the Transmedia Serial Narration project with a wider audience by publishing the remaining English-language papers, accompanied by several other contributions in dialogue with the seminar’s themes. It is our hope that this collection will invite a broad international audience to creatively question the meaning of transmedia, seriality, and narrativity both historically and in the modern, rapidly changing, global and digital media environment.Several articles in the issue illuminate existing debates and common case studies in transmedia scholarship by comparing theoretical models to the much more slippery reality of a media form in flux. Thus, Mélanie Bourdaa’s feature article, “From One Medium to the Next: How Comic Books Create Richer Storylines,” examines theories of narrative complexity and transmedia by scholars including Henry Jenkins, Derek Johnson, and Jason Mittell to then propose a new typology of extensions to accommodate the lived reality expressed by producers of transmedia. Because her interviews with artists and writers emphasize the co-constitutive nature of economic and narrative considerations in professionals’ decisions, Bourdaa’s typology can offer researchers a tool to clarify the marketing and narrative layers of transmedia extensions. As such, her classification system further illuminates what is particular about forms of corporate transmedia with a profit orientation, which may not be shared by non-profit, collective, and independently produced transmedia projects.Likewise, Radha O’Meara and Alex Bevan map existing scholarship on transmedia to point out the limitations of deriving theory only from certain forms of storytelling. In their article “Transmedia Theory’s Author Discourse and Its Limitations,” O’Meara and Bevan argue that scholars have preferred to focus on examples of transmedia with a strong central author-figure or that they may indeed help to rhetorically shore up the coherency of transmedia authorship through writing about transmedia creators as auteurs. Tying their critique to the established weaknesses of auteur theory associated with classic commentaries like Roland Barthes’ “Death of the Author” and Foucault’s “What is an Author?”, O’Meara and Bevan explain that this focus on transmedia creators as authority figures reinforces hierarchical, patriarchal understandings of the creative process and excludes from consideration all those unauthorized transmedia extensions through which audiences frequently engage and make meaning from transmedia networks. They also emphasize the importance of constructing academic theories of transmedia authorship that can accommodate collaborative forms of hybrid amateur and professional authorship, as well as tolerate the ambiguities of “authorless” storyworlds that lack clear narrative boundaries. O’Meara and Bevan argue that such theories will help to break down gendered power hierarchies in Hollywood, which have long allowed individual men to “claim credit for the stories and for all the work that many people do across various sectors and industries.”Dan Hassler-Forest likewise considers existing theory and a corporate case study in his examination of analogue echoes within a modern transmedia serial structure by mapping the storyworld of Twin Peaks (1990). His article, “‘Two Birds with One Stone’: Transmedia Serialisation in Twin Peaks,” demonstrates the push-and-pull between two contemporary TV production strategies: first, the use of transmedia elements that draw viewers away from the TV screen toward other platforms, and second, the deployment of strategies that draw viewers back to the TV by incentivizing broadcast-era appointment viewing. Twin Peaks offers a particularly interesting example of the manner in which these strategies intertwine partly because it already offered viewers an analogue transmedia experience in the 1990s by splitting story elements between TV episodes and books. Unlike O’Meara and Bevan, who elucidate the growing prominence of transmedia auteurs who lend rhetorical coherence to dispersed narrative elements, Hassler-Forest argues that this older analogue transmedia network capitalized upon the dilution of authorial authority, due to the distance between TV and book versions, to negotiate tensions between the producers’ competing visions. Hassler-Forest also notes that the addition of digital soundtrack albums further complicates the serial nature of the story by using the iTunes and TV distribution schedules to incentivize repeated sequential consumption of each element, thus drawing modern viewers to the TV screen, then the computer screen, and then back again.Two articles offer a concrete test of these theoretical perspectives by utilizing ethnographic participant-observation and interviewing to examine how audiences actually navigate diffuse, dispersed storyworlds. For example, Céline Masoni’s article, “From Seriality to Transmediality: A Socio-narrative Approach of a Skilful and Literate Audience,” documents fans’ highly strategic participatory practices. From her observations of and interviews with fans, Masoni theorizes the types of media literacy and social as well as technological competencies cultivated through transmedia fan practices. Olivier Servais and Sarah Sepulchre’s article similarly describes a long-term ethnography of fan transmedia activity, including interviews with fans and participant-observation of the MMORPG (Massively Multiplayer Online Role-Playing Game) Game of Thrones Ascent (2013). Servais and Sepulchre find that most people in their interviews are not “committed” fans, but rather casual readers and viewers who follow transmedia extensions sporadically. By focusing on this group, they widen the existing research which often focuses on or assumes a committed audience like the skilful and literate fans discussed by Masoni.Servais and Sepulchre’s results suggest that these viewers may be less likely to seek out all transmedia extensions but readily accept and adapt unexpected elements, such as the media appearances of actors, to add to their serial experiences of the storyworld. In a parallel research protocol observing the Game of Thrones Ascent MMORPG, Servais and Sepulchre report that the most highly-skilled players exhibit few behaviours associated with immersion in the storyworld, but the majority of less-skilled players use their gameplay choices to increase immersion by, for example, choosing a player name that evokes the narrative. As a result, Servais and Sepulchre shed light upon the activities of transmedia audiences who are not necessarily deeply committed to the entire transmedia network, and yet who nonetheless make deliberate choices to collect their preferred narrative elements and increase their own immersion.Two contributors elucidate forms of transmedia that upset the common emphasis on storyworlds with film or TV as the core property or “mothership” (Scott). In her article “Transmedia Storyworlds, Literary Theory, Games,” Joyce Goggin maps the history of intersections between experimental literature and ludology. As a result, she questions the continuing dichotomy between narratology and ludology in game studies to argue for a more broadly transmedia strategy, in which the same storyworld may be simultaneously narrative and ludic. Such a theory can incorporate a great deal of what might otherwise be unproblematically treated as literature, opening up the book to interrogation as an inherently transmedial medium.L.J. Maher similarly examines the serial narrative structures that may take shape in a transmedia storyworld centred on music rather than film or TV. In her article “You Got Spirit, Kid: Transmedial Life-Writing Across Time and Space,” Maher charts the music, graphic novels, and fan interactions that comprise the Coheed and Cambria band storyworld. In particular, Maher emphasizes the importance of autobiography for Coheed and Cambria, which bridges between fictional and non-fictional narrative elements. This interplay remains undertheorized within transmedia scholarship, although a few have begun to explicate the use of transmedia life-writing in an activist context (Cati and Piredda; Van Luyn and Klaebe; Riggs). As a result, Maher widens the scope of existing transmedia theory by more thoroughly connecting fictional and autobiographical elements in the same storyworld and considering how serial transmedia storytelling structures may differ when the core component is music.The final three articles take a more experimental approach that actively challenges the existing boundaries of transmedia scholarship. Catherine Lord’s article, “Serial Nuns: Michelle Williams Gamaker’s The Fruit Is There to Be Eaten as Serial and Trans-serial,” explores the unique storytelling structures of a cluster of independent films that traverse time, space, medium, and gender. Although not a traditional transmedia project, since the network includes a novel and film adaptations and extensions by different directors as well as real-world locations and histories, Lord challenges transmedia theorists to imagine storyworlds that include popular history, independent production, and spatial performances and practices. Lord argues that the main character’s trans identity provides an embodied and theoretical pivot within the storyworld, which invites audiences to accept a position of radical mobility where all fixed expectations about the separation between categories of flora and fauna, centre and periphery, the present and the past, as well as authorized and unauthorized extensions, dissolve.In his article “Non-Fiction Transmedia: Seriality and Forensics in Media Sport,” Markus Stauff extends the concept of serial transmedia storyworlds to sport, focusing on an audience-centred perspective. For the most part, transmedia has been theorized with fictional storyworlds as the prototypical examples. A growing number of scholars, including Arnau Gifreu-Castells and Siobhan O'Flynn, enrich our understanding of transmedia storytelling by exploring non-fiction examples, but these are commonly restricted to the documentary genre (Freeman; Gifreu-Castells, Misek, and Verbruggen; Karlsen; Kerrigan and Velikovsky). Very few scholars comment on the transmedia nature of sport coverage and fandom, and when they do so it is often within the framework of transmedia news coverage (Gambarato, Alzamora, and Tárcia; McClearen; Waysdorf). Stauff’s article thus provides a welcome addition to the existing scholarship in this field by theorizing how sport fans construct a user-centred serial transmedia storyworld by piecing together narrative elements across media sources, embodied experiences, and the serialized ritual of sport seasons. In doing so, he points toward ways in which non-fiction transmedia may significantly differ from fictional storyworlds, but he also enriches our understanding of an audience-centred perspective on the construction of transmedia serial narratives.In his artistic practice, Robert Lawrence may most profoundly stretch the existing parameters of transmedia theory. Lawrence’s article, “Locate, Combine, Contradict, Iterate: Serial Strategies for PostInternet Art,” details his decades-long interrogation of transmedia seriality through performative and participatory forms of art that bridge digital space, studio space, and public space. While theatre and fine arts have often been considered through the theoretical lens of intermediality (Bennett, Boenisch, Kattenbelt, Vandsoe), the nexus of transmedia, seriality, and narrative enables Lawrence to describe the complex, interconnected web of planned and unplanned extensions of his hybrid digital and physical installations, which often last for decades and incorporate a global scope. Lawrence thus takes the strategies of engagement that are perhaps more familiar to transmedia theorists from corporate viral marketing campaigns and turns them toward civic ends (Anyiwo, Bourdaa, Hardy, Hassler-Forest, Scolari, Sokolova, Stork). As such, Lawrence’s artistic practice challenges theorists of transmedia and intermedia to consider the kinds of social and political “interventions” that artists and citizens can stage through the networked possibilities of transmedia expression and how the impact of such projects can be amplified through serial repetition.Together, the whole collection opens new pathways for transmedia scholarship, more deeply explores how transmedia narration complicates understandings of seriality, and constructs an international, interdisciplinary dialogue that brings often isolated conversations into contact. In particular, this issue enriches the existing scholarship on independent, artistic, and non-fiction transmedia, while also proposing some important limitations, exceptions, and critiques to existing scholarship featuring corporate transmedia projects with a commercial, top-down structure and a strong auteur-like creator. These diverse case studies and perspectives enable us to understand more inclusively the structures and social functions of transmedia in the pre-digital age, to theorize more robustly how audiences experience transmedia in the current era of experimentation, and to imagine more broadly a complex future for transmedia seriality wherein professionals, artists, and amateurs all engage in an iterative, inclusive process of creative and civic storytelling, transcending artificial borders imposed by discipline, nationalism, capitalism, and medium.ReferencesAnyiwo, U. Melissa. "It’s Not Television, It’s Transmedia Storytelling: Marketing the ‘Real’World of True Blood." True Blood: Investigating Vampires and Southern Gothic. Ed. Brigid Cherry. New York: IB Tauris, 2012. 157-71.Barthes, Roland. "The Death of the Author." Image, Music, Text. Trans. Stephen Heath. Basingstoke: Macmillian, 1988. 142-48.Bennett, Jill. "Aesthetics of Intermediality." Art History 30.3 (2007): 432-450.Boenisch, Peter M. "Aesthetic Art to Aisthetic Act: Theatre, Media, Intermedial Performance." (2006): 103-116.Bourdaa, Melanie. "This Is Not Marketing. This Is HBO: Branding HBO with Transmedia Storytelling." Networking Knowledge: Journal of the MeCCSA Postgraduate Network 7.1 (2014).Cati, Alice, and Maria Francesca Piredda. "Among Drowned Lives: Digital Archives and Migrant Memories in the Age of Transmediality." a/b: Auto/Biography Studies 32.3 (2017): 628-637.Flanagan, Martin, Andrew Livingstone, and Mike McKenny. The Marvel Studios Phenomenon: Inside a Transmedia Universe. New York: Bloomsbury Publishing, 2016.Foucault, Michel. "Authorship: What Is an Author?" Screen 20.1 (1979): 13-34.Freeman, Matthew. "Small Change – Big Difference: Tracking the Transmediality of Red Nose Day." VIEW Journal of European Television History and Culture 5.10 (2016): 87-96.Gambarato, Renira Rampazzo, Geane C. Alzamora, and Lorena Peret Teixeira Tárcia. "2016 Rio Summer Olympics and the Transmedia Journalism of Planned Events." Exploring Transmedia Journalism in the Digital Age. Hershey, PA: IGI Global, 2018. 126-146.Gifreu-Castells, Arnau. "Mapping Trends in Interactive Non-fiction through the Lenses of Interactive Documentary." International Conference on Interactive Digital Storytelling. Berlin: Springer, 2014.Gifreu-Castells, Arnau, Richard Misek, and Erwin Verbruggen. "Transgressing the Non-fiction Transmedia Narrative." VIEW Journal of European Television History and Culture 5.10 (2016): 1-3.Hadas, Leora. "Authorship and Authenticity in the Transmedia Brand: The Case of Marvel's Agents of SHIELD." Networking Knowledge: Journal of the MeCCSA Postgraduate Network 7.1 (2014).Hardy, Jonathan. "Mapping Commercial Intertextuality: HBO’s True Blood." Convergence 17.1 (2011): 7-17.Hassler-Forest, Dan. "Skimmers, Dippers, and Divers: Campfire’s Steve Coulson on Transmedia Marketing and Audience Participation." Participations 13.1 (2016): 682-692.Jenkins, Henry. “Transmedia 202: Further Reflections.” Confessions of an Aca-Fan. 31 July 2011. <http://henryjenkins.org/blog/2011/08/defining_transmedia_further_re.html>. ———. “Transmedia Storytelling 101.” Confessions of an Aca-Fan. 21 Mar. 2007. <http://henryjenkins.org/blog/2007/03/transmedia_storytelling_101.html>. ———. Convergence Culture: Where Old and New Media Collide. New York: New York University Press, 2006.Johnson, Derek. Media Franchising: Creative License and Collaboration in the Culture Industries. New York: New York UP, 2013.Karlsen, Joakim. "Aligning Participation with Authorship: Independent Transmedia Documentary Production in Norway." VIEW Journal of European Television History and Culture 5.10 (2016): 40-51.Kattenbelt, Chiel. "Theatre as the Art of the Performer and the Stage of Intermediality." Intermediality in Theatre and Performance 2 (2006): 29-39.Kerrigan, Susan, and J. T. Velikovsky. "Examining Documentary Transmedia Narratives through The Living History of Fort Scratchley Project." Convergence 22.3 (2016): 250-268.Van Luyn, Ariella, and Helen Klaebe. "Making Stories Matter: Using Participatory New Media Storytelling and Evaluation to Serve Marginalized and Regional Communities." Creative Communities: Regional Inclusion and the Arts. Intellect Press, 2015. 157-173.McClearen, Jennifer. "‘We Are All Fighters’: The Transmedia Marketing of Difference in the Ultimate Fighting Championship (UFC)." International Journal of Communication 11 (2017): 18.Mittell, Jason. "Playing for Plot in the Lost and Portal Franchises." Eludamos: Journal for Computer Game Culture 6.1 (2012): 5-13.O'Flynn, Siobhan. "Documentary's Metamorphic Form: Webdoc, Interactive, Transmedia, Participatory and Beyond." Studies in Documentary Film 6.2 (2012): 141-157.Riggs, Nicholas A. "Leaving Cancerland: Following Bud at the End of Life." Storytelling, Self, Society 10.1 (2014): 78-92.Ryan, Marie-Laure. “Transmedial Storytelling and Transfictionality.” Poetics Today, 34.3 (2013): 361-388. <https://doi.org/10.1215/03335372-2325250>.Scolari, Carlos Alberto. "Transmedia Storytelling: Implicit Consumers, Narrative Worlds, and Branding in Contemporary Media Production." International Journal of Communication 3 (2009).Scott, Suzanne. “Who’s Steering the Mothership: The Role of the Fanboy Auteur in Transmedia Storytelling.” The Participatory Cultures Handbook. Eds. Aaron Delwiche and Jennifer Henderson. New York: Routledge, 2013. 43-53.Sokolova, Natalia. "Co-opting Transmedia Consumers: User Content as Entertainment or ‘Free Labour’? The Cases of STALKER. and Metro 2033." Europe-Asia Studies 64.8 (2012): 1565-1583.Stork, Matthias. "The Cultural Economics of Performance Space: Negotiating Fan, Labor, and Marketing Practice in Glee's Transmedia Geography." Transformative Works & Cultures 15 (2014).Waysdorf, Abby. "My Football Fandoms, Performance, and Place." Transformative Works & Cultures 18 (2015).Vandsoe, Anette. "Listening to the World. Sound, Media and Intermediality in Contemporary Sound Art." SoundEffects – An Interdisciplinary Journal of Sound and Sound Experience 1.1 (2011): 67-81.

Este trabalho é parte de minha pesquisa de pós-doutoramento, realizada de março de 2019 a fevereiro de 2020, que teve por objetivo investigar aspectos relacionados ao ensino-aprendizagem de resumos acadêmicos. Neste artigo, daremos ênfase à discussão dos resultados dos testes de usabilidade do software “AutorIA”, cuja criação foi um desdobramento da referida pesquisa. Esses testes tiveram como objetivo analisar o processo de interação entre os estudantes e o computador, verificando, assim, a facilidade de uso do sistema. (CONRAD; LEVI, 2002). O aporte teórico para a elaboração do software fundamentou-se numa perspectiva híbrida: por um lado, baseamo-nos nos princípios do Interacionismo Sociodiscursivo proposto por Bronckart (1999, 2006) e Cristóvão (2013), bem como sua vertente didática, nos termos de Schneuwly e Dolz (2004). Por outro lado, utilizamos aspectos da Sociorretórica de Swales (1990) e Askehave; Swales (2001), priorizando o modelo Create a Research Space (modelo CARS) e suas possíveis adaptações ao gênero resumo acadêmico. A metodologia, vinculada à Linguística Aplicada, teve uma perspectiva qualitativa de cunho interpretativista (MOREIRA; CALEFE, 2008), com a utilização de métodos empíricos. Os resultados revelaram que os estudantes, de modo geral, avaliaram positivamente a utilização do programa na produção de resumos acadêmicos, ratificando, assim, que a tecnologia pode ser um importante recurso no processo de didatização. ANTUNES, Irandé. Aula de português: encontro e interação. São Paulo: Parábola, 2003.ASKEHAVE, I.; SWALES, J. M. Genre identification and communicative purpose: a problem and a possible solution. Applied Linguistics, v. 22, n. 2, p. 195-212, 2001.BAKHTIN, Mikhail Mikhailovitch. Estética da criação verbal. São Paulo: Martins Fontes, 1992.BRONCKART, Jean-Paul. Atividade de linguagem, discurso e desenvolvimento humano. Trad. Anna Rachel Machado e Maria de Lourdes Meirelles Matêncio. Campinas: Mercado de Letras, 2006.­­­_______. Restrições e liberdades textuais, inserção social e cidadania. Revista da ANPOLL. São Paulo: v. 19, p. 231-256, 2005._______. Atividade de linguagem, textos e discursos: por um interacionismo sociodiscursivo. Trad. Anna Rachel Machado e Péricles Cunha. São Paulo: Educ, 1999.CONRAD, M. D.; LEVI, F. G. Usability Testing of World Wide Web Sites, 2002. Disponível em: <http://stats.bls.gov/ore/htm_papers/st960150.htm>. Acesso em: 18 jul. 2019.CRISTÓVÃO, Vera Lúcia Lopes. Para uma expansão do conceito de capacidades de linguagem. In: BUENO, Luzia; LOPES, Maria Ângela Paulino Teixeira; CRISTÓVÃO, Vera Lúcia Lopes. Gêneros textuais e formação inicial: uma homenagem à Malu Matêncio. Campinas: Mercado de Letras, 2013._______; ARTEMEVA, N. Towards a hybrid approach to genre teaching: comparing the Swiss and Brazilian schools of socio-discursive interactionism and rhetorical genre studies. Diálogo das Letras. Pau dos Ferros: v. 7, n. 2, p. 101 - 120, maio/ago. 2018._______; STUTZ, L. Sequencias didáticas: semelhanças e especificadas no contexto francófono com L1 e no contexto brasileiro como LE. In: SZUNDY, P. T. C. et al (Orgs). Linguística Aplicada e sociedade: ensino e aprendizagem de línguas no contexto brasileiro. Campinas: Pontes Editores, 2011, p. 17-40.DE PIETRO, J.-F.; ERARD, S.; KANEMAN-POUGATCH, M. Un modèle didactique du “débat”: de l’objet social à la pratique scolaire. Enjeux, v. 39/40, p. 100-129, 1996/1997.DOLZ, J.; PASQUIER, A.; BRONCKART, J.P. A aquisição do discurso: emergência de uma competência ou aprendizagem de diferentes capacidades de linguagem? Nonada: Letras em Revista, n. 28, vol. 1, maio de 2017.FUJITA, Mariângela Spotti Lopes. A técnica introspectiva e interativa do protocolo verbal para observação do contexto sociocognitivo da indexação na catalogação de livros em bibliotecas universitárias: aplicação e análise. UNESP, 2009. Disponível em: <http://books.scielo.org/id/wcvbc/pdf/boccato-9788579830150-05.pdf>. Acesso em: 16 jul. 2019.HEMAIS, BARBARA; BASI-RODRIGUES, Bernardete. A proposta sociorretórica de John M. Swales para o estudo de gêneros textuais. In: MEURER, J. L.; BONINI, Adair; MOTTA-ROTH, Désirée (Orgs.). Gêneros: teorias, métodos, debates. São Paulo: Parábola, 2005. p. 108-129.LENHARO, R. I. Participação social por meio da música e da aprendizagem de língua inglesa em um contexto de vulnerabilidade social. 2016. Dissertação (Mestrado em Programa de Pós-Graduação em Estudos da Linguagem) – Universidade Estadual de Londrina, 2016.LIKERT, R. A Technique for the Measurement of Attitudes. New York: Archives of Psychology, 1932.MACHADO, Anna Rachel; CRISTÓVÃO, Vera Lúcia Lopes. A construção de modelos didáticos de gênero: aportes e questionamentos para o ensino de gêneros. Linguagem em (Dis)curso – LemD. Tubarão: v. 6, n. 3, p. 547-573, set./dez. 2006._______; LOUSADA, Eliane; ABREU-TARDELLI, Lília Santos. O resumo escolar: uma proposta de ensino do gênero. SIGNUM: Estudos Linguísticos. Londrina: n. 8/1, p. 89-101, jun. 2005._______. A perspectiva interacionista sociodiscursiva de Bronckart. In: MEURER, J.L.; BONINI, Adair; MOTTA-ROTH, Désirée (Orgs). Gêneros: teorias, métodos, debates. São Paulo: Parábola, 2005, p. 237-259._______. (Coord.); LOUSADA, Eliane; ABREU-TARDELLI, Lília Santos. Resumo. São Paulo: Parábola, 2004.MATÊNCIO. Maria de Lourdes Meirelles. Textualização, ação e atividade: reflexões sobre a abordagem do interacionismo sociodiscursivo. In: GUIMARÃES, Ana Maria de Mattos; MACHADO, Anna Rachel; COUTINHO, Antônia (Orgs.). O interacionsimo sociodiscursivo: questões epistemológicas e metodológicas. Campinas: Mercado de Letras, 2007.MIQUELANTE, Marileuza Ascêncio. Saberes necessários à formação docente - articulação desafiadora a partir de sequências de formação, de ensino e didática como instrumentos mediadores. 2019. 846f. Tese de Doutorado. Programa de Pós-graduação em Estudos da Linguagem, Universidade Estadual de Londrina, Paraná, 2019.MOREIRA; CALEFE. Metodologia da pesquisa para o professor pesquisador. Rio de Janeiro: Lamparina, 2008.MOTTA-ROTH, Désirée; HENDGES, Graciela Rabuske. Produção textual na universidade. São Paulo: Parábola, 2010.NASCIMENTO, Mizael Inácio do. A produção do gênero resumo. 2005. 144p. Dissertação de Mestrado. Programa de Pós-Graduação em Letras. Universidade Federal de Pernambuco, Recife, 2005.NIELSEN, Jakob. Usability inspection methods. 1994. Boston. Disponível em: <http://www.idemployee.id.tue.nl/g.w.m.rauterberg/lecturenotes/0h420/nielsen[1994].pdf>. Acesso em 20 jul. 2019.SCHNEUWLY, Bernard; DOLZ, Joaquim. Gêneros orais e escritos na escola. Campinas: Mercado de Letras, 2004.SILVA, Jane Quintiliano Guimarães; MATA, Maria Aparecida da. Proposta tipológica de resumos: um estudo exploratório das práticas de ensino da leitura e da produção de textos acadêmicos. Scripta, Belo Horizonte, v. 6, n. 11, p. 123-133, 2º/2002.SOUZA, Rita Rodrigues de. Resumo escolar no ensino médio técnico integrado integral: uma experiência de leitura e escrita em uma abordagem sociorretórica. 2015. 219f. Tese de Doutorado. Programa de Pós-Graduação em Estudos Linguísticos, do Instituto de Biociências, Letras e Ciências Exatas, Universidade Estadual Paulista “Júlio de Mesquita Filho”, campus São José do Rio Preto, São Paulo, 2015.STRIQUER, Marilúcia, dos Santos Domingos. O método de análise de textos desenvolvido pelo Interacionismo Sociodiscursivo. Eutomia, Recife, 14 (1): p. 313-334, dez. 2014.SWALES, John. M.; FEAK, Christine. B. Academic writing for graduate students. Ann Arbor: The University of Michigan Press, 2004._______; _______. B. English in today’s research world. Ann Arbor: The University of Michigan Press, 2000._______; _______. B. Academic writing for graduate students. Ann Arbor: The University of Michigan Press, 1994.SWALES, John M. Genre Analysis: English in academic and research settings. Cambridge: CUP, 1990._______. Research Into the Structure of Introductions to Journal Articles and its Application to the Teaching of Academic Writing. In: WILLIAMS, R.; SWALES, J; KIRKMAN, J. Common Ground: shared interests in ESP and communication studies. ELT Documents 117, 1984.

As a scholarly discourse, transmedia storytelling relies heavily on conservative constructions of authorship that laud corporate architects and patriarchs such as George Lucas and J.J. Abrams as exemplars of “the creator.” This piece argues that transmedia theory works to construct patriarchal ideals of individual authorship to the detriment of alternative conceptions of transmediality, storyworlds, and authorship. The genesis for this piece was our struggle to find a transmedia storyworld that we were both familiar with, that also qualifies as “legitimate” transmedia in the eyes of our prospective scholarly readers. After trying to wrangle our various interests, fandoms, and areas of expertise into harmony, we realized we were exerting more effort in this process of validating stories as transmedia than actually examining how stories spread across various platforms, how they make meanings, and what kinds of pleasures they offer audiences. Authorship is a definitive criterion of transmedia storytelling theory; it is also an academic red herring. We were initially interested in investigating the possible overdeterminations between the healthcare industry and Breaking Bad (2008-2013). The series revolves around a high school chemistry teacher who launches a successful meth empire as a way to pay for his cancer treatments that a dysfunctional US healthcare industry refuses to fund. We wondered if the success of the series and the timely debates on healthcare raised in its reception prompted any PR response from or discussion among US health insurers. However, our concern was that this dynamic among medical and media industries would not qualify as transmedia because these exchanges were not authored by Vince Gilligan or any of the credited creators of Breaking Bad. Yet, why shouldn’t such interfaces between the “real world” and media fiction count as part of the transmedia story that is Breaking Bad? Most stories are, in some shape or form, transmedia stories at this stage, and transmedia theory acknowledges there is a long history to this kind of practice (Freeman). Let’s dispense with restrictive definitions of transmediality and turn attention to how storytelling behaves in a digital era, that is, the processes of creating, disseminating and amending stories across many different media, the meanings and forms such media and communications produce, and the pleasures they offer audiences.Can we think about how health insurance companies responded to Breaking Bad in terms of transmedia storytelling? Defining Transmedia Storytelling via AuthorshipThe scholarly concern with defining transmedia storytelling via a strong focus on authorship has traced slight distinctions between seriality, franchising, adaptation and transmedia storytelling (Jenkins, “Transmedia Storytelling;” Johnson, “Media Franchising”). However, the theoretical discourse on authorship itself and these discussions of the tensions between forms are underwritten by a gendered bias. Indeed, the very concept of transmediality may be a gendered backlash against the rising prominence of seriality as a historically feminised mode of storytelling, associated with television and serial novels.Even with the move towards traditionally lowbrow, feminized forms of trans-serial narrative, the majority of academic and popular criticism of transmedia storytelling reproduces and reinstates narratives of male-centred, individual authorship that are historically descended from theorizations of the auteur. Auteur theory, which is still considered a legitimate analytical framework today, emerged in postwar theorizations of Hollywood film by French critics, most prominently in the journal Cahiers du Cinema, and at the nascence of film theory as a field (Cook). Auteur theory surfaced as a way to conceptualise aesthetic variation and value within the Fordist model of the Hollywood studio system (Cook). Directors were identified as the ultimate author or “creative source” if a film sufficiently fitted a paradigm of consistent “vision” across their oeuvre, and they were thus seen as artists challenging the commercialism of the studio system (Cook). In this way, classical auteur theory draws a dichotomy between art and authorship on one side and commerce and corporations on the other, strongly valorising the former for its existence within an industrial context dominated by the latter. In recent decades, auteurist notions have spread from film scholarship to pervade popular discourses of media authorship. Even though transmedia production inherently disrupts notions of authorship by diffusing the act of creation over many different media platforms and texts, much of the scholarship disproportionately chooses to vex over authorship in a manner reminiscent of classical auteur theory.In scholarly terms, a chief distinction between serial storytelling and transmedia storytelling lies in how authorship is constructed in relation to the text: serial storytelling has long been understood as relying on distributed authorship (Hilmes), but transmedia storytelling reveres the individual mastermind, or the master architect who plans and disseminates the storyworld across platforms. Henry Jenkins’ definition of transmedia storytelling is multifaceted and includes, “the systematic dispersal of multiple textual elements across many channels, which reflects the synergies of media conglomeration, based on complex story-worlds, and coordinated authorial design of integrated elements” (Jenkins, “Transmedia Storytelling”). Jenkins is perhaps the most pivotal figure in developing transmedia studies in the humanities to date and a key reference point for most scholars working in this subfield.A key limitation of Jenkins’ definition of transmedia storytelling is its emphasis on authorship, which persists in wider scholarship on transmedia storytelling. Jenkins focuses on the nature of authorship as a key characteristic of transmedia productions that distinguishes them from other kinds of intertextual and serial stories:Because transmedia storytelling requires a high degree of coordination across the different media sectors, it has so far worked best either in independent projects where the same artist shapes the story across all of the media involved or in projects where strong collaboration (or co-creation) is encouraged across the different divisions of the same company. (Jenkins, “Transmedia Storytelling”)Since the texts under discussion are commonly large in their scale, budget, and the number of people employed, it is reductive to credit particular individuals for this work and implicitly dismiss the authorial contributions of many others. Elaborating on the foundation set by Jenkins, Matthew Freeman uses Foucauldian concepts to describe two “author-functions” focused on the role of an author in defining the transmedia text itself and in marketing it (Freeman 36-38). Scott, Evans, Hills, and Hadas similarly view authorial branding as a symbolic industrial strategy significant to transmedia storytelling. Interestingly, M.J. Clarke identifies the ways transmedia television texts invite audiences to imagine a central mastermind, but also thwart and defer this impulse. Ultimately, Freeman argues that identifiable and consistent authorship is a defining characteristic of transmedia storytelling (Freeman 37), and Suzanne Scott argues that transmedia storytelling has “intensified the author’s function” from previous eras (47).Industry definitions of transmediality similarly position authorship as central to transmedia storytelling, and Jenkins’ definition has also been widely mobilised in industry discussions (Jenkins, “Transmedia” 202). This is unsurprising, because defining authorial roles has significant monetary value in terms of remuneration and copyright. In speaking to the Producers Guild of America, Jeff Gomez enumerated eight defining characteristics of transmedia production, the very first of which is, “Content is originated by one or a very few visionaries” (PGA Blog). Gomez’s talk was part of an industry-driven bid to have “Transmedia Producer” recognised by the trade associations as a legitimate and significant role; Gomez was successful and is now recognised as a transmedia producer. Nevertheless, his talk of “visionaries” not only situates authorship as central to transmedia production, but constructs authorship in very conservative, almost hagiographical terms. Indeed, Leora Hadas analyses the function of Joss Whedon’s authorship of Marvel's Agents of S.H.I.E.L.D (2013-) as a branding mechanism and argues that authors are becoming increasingly visible brands associated with transmedia stories.Such a discourse of authorship constructs individual figures as artists and masterminds, in an idealised manner that has been strongly critiqued in the wake of poststructuralism. It even recalls tired scholarly endeavours of divining authorial intention. Unsurprisingly, the figures valorised for their transmedia authorship are predominantly men; the scholarly emphasis on authorship thus reinforces the biases of media industries. Further, it idolises these figures at the expense of unacknowledged and under-celebrated female writers, directors and producers, as well as those creative workers labouring “below the line” in areas like production design, art direction, and special effects. Far from critiquing the biases of industry, academic discourse legitimises and lauds them.We hope that scholarship on transmedia storytelling might instead work to open up discourses of creation, production, authorship, and collaboration. For a story to qualify as transmedia is it even necessary to have an identifiable author? Transmedia texts and storyworlds can be genuinely collaborative or authorless creations, in which the harmony of various creators’ intentions may be unnecessary or even undesirable. Further, industry and academics alike often overlook examples of transmedia storytelling that might be considered “lowbrow.” For example, transmedia definitions should include Antonella the Uncensored Reviewer, a relatively small-scale, forty-something, plus size, YouTube channel producer whose persona is dispersed across multiple formats including beauty product reviews, letter writing, as well as interactive sex advice live casts. What happens when we blur the categories of author, celebrity, brand, and narrative in scholarship? We argue that these roles are substantially blurred in media industries in which authors like J.J. Abrams share the limelight with their stars as well as their corporate affiliations, and all “brands” are sutured to the storyworld text. These various actors all shape and are shaped by the narrative worlds they produce in an author-storyworld nexus, in which authorship includes all people working to produce the storyworld as well as the corporation funding it. Authorship never exists inside the limits of a single, male mind. Rather it is a field of relations among various players and stakeholders. While there is value in delineating between these roles for purposes of analysis and scholarly discussion, we should acknowledge that in the media industry, the roles of various stakeholders are increasingly porous.The current academic discourse of transmedia storytelling reconstructs old social biases and hierarchies in contexts where they might be most vulnerable to breakdown. Scott argues that,despite their potential to demystify and democratize authorship between producers and consumers, transmedia stories tend to reinforce boundaries between ‘official’ and ‘unauthorized’ forms of narrative expansion through the construction of a single author/textual authority figure. (44)Significantly, we suggest that it is the theorisation of transmedia storytelling that reinforces (or in fact constructs anew) an idealised author figure.The gendered dimension of the scholarly distinction between serialised (or trans-serial) and transmedial storytelling builds on a long history in the arts and the academy alike. In fact, an important precursor of transmedia narratives is the serialized novel of the Victorian era. The literature of Charlotte Brontë, George Eliot and Harriet Beecher Stowe was published in serial form and among the most widely read of the Victorian era in Western culture (Easley; Flint 21; Hilmes). Yet, these novels are rarely given proportional credit in what is popularly taught as the Western literary canon. The serial storytelling endemic to television as a medium has similarly been historically dismissed and marginalized as lowbrow and feminine (at least until the recent emergence of notions of the industrial role of the “showrunner” and the critical concept of “quality television”). Joanne Morreale outlines how trans-serial television examples, like The Dick Van Dyke Show, which spread their storyworlds across a number of different television programs, offer important precursors to today’s transmedia franchises (Morreale). In television’s nascent years, the anthology plays of the 1940s and 50s, which were discrete, unconnected hour-length stories, were heralded as cutting-edge, artistic and highbrow while serial narrative forms like the soap opera were denigrated (Boddy 80-92). Crucially, these anthology plays were largely created by and aimed at males, whereas soap operas were often created by and targeted to female audiences. The gendered terms in which various genres and modes of storytelling are discussed have implications for the value assigned to them in criticism, scholarship and culture more broadly (Hilmes; Kuhn; Johnson, “Devaluing”). Transmedia theory, as a scholarly discourse, betrays similarly gendered leanings as early television criticism, in valorising forms of transmedia narration that favour a single, male-bodied, and all-powerful author or corporation, such as George Lucas, Jim Henson or Marvel Comics.George Lucas is often depicted in scholarly and popular discourses as a headstrong transmedia auteur, as in the South Park episode ‘The China Problem’ (2008)A Circle of Men: Fans, Creators, Stories and TheoristsInterestingly, scholarly discourse on transmedia even betrays these gendered biases when exploring the engagement and activity of audiences in relation to transmedia texts. Despite the definitional emphasis on authorship, fan cultures have been a substantial topic of investigation in scholarly studies of transmedia storytelling, with many scholars elevating fans to the status of author, exploring the apparent blurring of these boundaries, and recasting the terms of these relationships (Scott; Dena; Pearson; Stein). Most notably, substantial scholarly attention has traced how transmedia texts cultivate a masculinized, “nerdy” fan culture that identifies with the male-bodied, all-powerful author or corporation (Brooker, Star Wars, Using; Jenkins, Convergence). Whether idealising the role of the creators or audiences, transmedia theory reinforces gendered hierarchies. Star Wars (1977-) is a pivotal corporate transmedia franchise that significantly shaped the convergent trajectory of media industries in the 20th century. As such it is also an anchor point for transmedia scholarship, much of which lauds and legitimates the creative work of fans. However, in focusing so heavily on the macho power struggle between George Lucas and Star Wars fans for authorial control over the storyworld, scholarship unwittingly reinstates Lucas’s status as sole creator rather than treating Star Wars’ authorship as inherently diffuse and porous.Recent fan activity surrounding animated adult science-fiction sitcom Rick and Morty (2013-) further demonstrates the macho culture of transmedia fandom in practice and its fascination with male authors. The animated series follows the intergalactic misadventures of a scientific genius and his grandson. Inspired by a seemingly inconsequential joke on the show, some of its fans began to fetishize a particular, limited-edition fast food sauce. When McDonalds, the actual owner of that sauce, cashed in by promoting the return of its Szechuan Sauce, a macho culture within the show’s fandom reached its zenith in the forms of hostile behaviour at McDonalds restaurants and online (Alexander and Kuchera). Rick and Morty fandom also built a misogynist reputation for its angry responses to the show’s efforts to hire a writer’s room that gave equal representation to women. Rick and Morty trolls doggedly harassed a few of the show’s female writers through 2017 and went so far as to post their private information online (Barsanti). Such gender politics of fan cultures have been the subject of much scholarly attention (Johnson, “Fan-tagonism”), not least in the many conversations hosted on Jenkins’ blog. Gendered performances and readings of fan activity are instrumental in defining and legitimating some texts as transmedia and some creators as masterminds, not only within fandoms but also in the scholarly discourse.When McDonalds promoted the return of their Szechuan Sauce, in response to its mention in the story world of animated sci-fi sitcom Rick and Morty, they contributed to transmedia storytelling.Both Rick and Morty and Star Wars are examples of how masculinist fan cultures, stubborn allegiances to male authorship, and definitions of transmedia converge both in academia and popular culture. While Rick and Morty is, in reality, partly female-authored, much of its media image is still anchored to its two male “creators,” Justin Roiland and Dan Harmon. Particularly in the context of #MeToo feminism, one wonders how much female authorship has been elided from existing storyworlds and, furthermore, what alternative examples of transmedia narration are exempt from current definitions of transmediality.The individual creator is a social construction of scholarship and popular discourse. This imaginary creator bears little relation to the conditions of creation and production of transmedia storyworlds, which are almost always team written and collectively authored. Further, the focus on writing itself elides the significant contributions of many creators such as those in production design (Bevan). Beyond that, what creative credit do focus groups deserve in shaping transmedia stories and their multi-layered, multi-platformed reaches? Is authorship, or even credit, really the concept we, as scholars, want to invest in when studying these forms of narration and mediation?At more symbolic levels, the seemingly exhaustless popular and scholarly appetite for male-bodied authorship persists within storyworlds themselves. The transmedia examples popularly and academically heralded as “seminal” centre on patrimony, patrilineage, and inheritance (i.e. Star Wars [1977-] and The Lord of the Rings [1937-]). Of course, Harry Potter (2001-2009) is an outlier as the celebrification of J.K. Rowling provides a strong example of credited female authorship. However, this example plays out many of the same issues, albeit the franchise is attached to a woman, in that it precludes many of the other creative minds who have helped shape Harry Potter’s world. How many more billions of dollars need we invest in men writing about the mysteries of how other men spread their genetic material across fictional universes? Moreover, transmedia studies remains dominated by academic men geeking out about how fan men geek out about how male creators write about mostly male characters in stories about … men. There are other stories waiting to be told and studied through the practices and theories of transmedia. These stories might be gender-inclusive and collective in ways that challenge traditional notions of authorship, control, rights, origin, and property.Obsession with male authorship, control, rights, origin, paternity and property is recognisible in scholarship on transmedia storytelling, and also symbolically in many of the most heralded examples of transmedia storytelling, such as the Star Wars saga.Prompting Broader DiscussionThis piece urges the development of broader understandings of transmedia storytelling. A range of media scholarship has already begun this work. Jonathan Gray’s book on paratexts offers an important pathway for such scholarship by legitimating ancillary texts, like posters and trailers, that uniquely straddle promotional and feature content platforms (Gray). A wave of scholars productively explores transmedia storytelling with a focus on storyworlds (Scolari; Harvey), often through the lens of narratology (Ryan; Ryan and Thon). Scolari, Bertetti, and Freeman have drawn together a media archaeological approach and a focus on transmedia characters in an innovative way. We hope to see greater proliferation of focuses and perspectives for the study of transmedia storytelling, including investigations that connect fictional and non-fictional worlds and stories, and a more inclusive variety of life experiences.Conversely, new scholarship on media authorship provides fresh directions, models, methods, and concepts for examining the complexity and messiness of this topic. A growing body of scholarship on the functions of media branding is also productive for reconceptualising notions of authorship in transmedia storytelling (Bourdaa; Dehry Kurtz and Bourdaa). Most notably, A Companion to Media Authorship edited by Gray and Derek Johnson productively interrogates relationships between creative processes, collaborative practices, production cultures, industrial structures, legal frameworks, and theoretical approaches around media authorship. Its case studies begin the work of reimagining of the role of authorship in transmedia, and pave the way for further developments (Burnett; Gordon; Hilmes; Stein). In particular, Matt Hills’s case study of how “counter-authorship” was negotiated on Torchwood (2006-2011) opens up new ways of thinking about multiple authorship and the variety of experiences, contributions, credits, and relationships this encompasses. Johnson’s Media Franchising addresses authorship in a complex way through a focus on social interactions, without making it a defining feature of the form; it would be significant to see a similar scholarly treatment of transmedia. At the very least, scholarly attention might turn its focus away from the very patriarchal activity of discussing definitions among a coterie and, instead, study the process of spreadability of male-centred transmedia storyworlds (Jenkins, Ford, and Green). Given that transmedia is not historically unique to the digital age, scholars might instead study how spreadability changes with the emergence of digitality and convergence, rather than pontificating on definitions of adaptation versus transmedia and cinema versus media.We urge transmedia scholars to distance their work from the malignant gender politics endemic to the media industries and particularly global Hollywood. The confluence of gendered agendas in both academia and media industries works to reinforce patriarchal hierarchies. The humanities should offer independent analysis and critique of how media industries and products function, and should highlight opportunities for conceiving of, creating, and treating such media practices and texts in new ways. As such, it is problematic that discourses on transmedia commonly neglect the distinction between what defines transmediality and what constitutes good examples of transmedia. This blurs the boundaries between description and prescription, taxonomy and hierarchy, analysis and evaluation, and definition and taste. Such discourses blinker us to what we might consider to be transmedia, but also to what examples of “good” transmedia storytelling might look like.Transmedia theory focuses disproportionately on authorship. This restricts a comprehensive understanding of transmedia storytelling, limits the lenses we bring to it, obstructs the ways we evaluate transmedia stories, and impedes how we imagine the possibilities for both media and storytelling. Stories have always been transmedial. What changes with the inception of transmedia theory is that men can claim credit for the stories and for all the work that many people do across various sectors and industries. It is questionable whether authorship is important to transmedia, in which creation is most often collective, loosely planned (at best) and diffused across many people, skill sets, and sectors. While Jenkins’s work has been pivotal in the development of transmedia theory, this is a ripe moment for the diversification of theoretical paradigms for understanding stories in the digital era.ReferencesAlexander, Julia, and Ben Kuchera. “How a Rick and Morty Joke Led to a McDonald’s Szechuan Sauce Controversy.” Polygon 4 Apr. 2017. <https://www.polygon.com/2017/10/12/16464374/rick-and-morty-mcdonalds-szechuan-sauce>.Aristotle. Aristotle's Poetics. New York: Hill and Wang, 1961. Barsanti, Sami. “Dan Harmon Is Pissed at Rick and Morty Fans Harassing Female Writers.” The AV Club 21 Sep. 2017. <https://www.avclub.com/dan-harmon-is-pissed-at-rick-and-morty-fans-for-harassi-1818628816>.Bevan, Alex. “Nostalgia for Pre-Digital Media in Mad Men.” Television & New Media 14.6 (2013): 546-559.Boddy, William. Fifties Television: The Industry and Its Critics. Chicago: U of Illinois P, 1993.Bourdaa, Mélanie. “This Is Not Marketing. 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Re-Framing Participation in the Architecture Studio Recently, within design literature, significant attention has been given to collaboration across different disciplines (see for instance, Nicolini et al.; Carlile), as well as consideration of the breakdown of traditional disciplinarity and the corresponding involvement of users in co-generation (Sanders and Stappers, “Co-Creation” 11–12) through the development and deployment of structured methods and toolkits (Sanders et al., “Framework”; Sanders and Stappers, “Probes”). Relatively less attention has been paid to the workings of the “communities of practice” (Wenger) operating within the disciplinary domain of architecture. The discourse around concept design in architecture has tended to emphasise individualist approaches driven by personal philosophies, inspirations, imitation of a more experienced designer, and emphasis on latent talent or genius (for instance, Moneo). This can be problematic because without a shared language and methods there are limited opportunities for making meaning to facilitate participation between collaborators in architectural studio settings. It is worth asking then: are there things that “Architecture” might learn from “Design” about the deployment of structured methods, and might this interdisciplinary exchange promote participatory practices in studio-based cultures? We address this question by connecting and building on two important concepts relevant to design methods, meta-design as described in the open design literature (De Mul 36–37), and design frames as described by Schön and formalised by Dorst (‘Core’; Frame; see also Weedon). Through this combination, we propose a theory of participation by making shared meaning in architectural design. We animate our theoretical contribution through a design toolkit we have developed, refined, and applied over several years in typologically focused architectural design studios in Australian university contexts. One important contribution, we argue, is to the area of design theory-building, by taking two previously unrelated concepts from the design methods literature. We draw them together using an example from our own design practices to articulate a new term and concept for making shared meaning in design. The other contribution made is to the translation of this concept into the context of studio-based architectural practice, a setting that has traditionally struggled to accept structured methods. The existence of other form-metaphor design tools available for architecture and the theoretical basis of their development and connection to design literature more broadly has not always been clearly articulated (see for example Di Mari and Yoo; Lewis et al.). The rationale for giving an account of the construction and deployment of our own toolkit is to illustrate its theoretical contribution while providing the basis for future field testing and translation (including by other researchers), noting the established trajectory of this kind of work in the design literature (see, for example, Hoolohan and Browne; Visser et al.; Vaajakallio and Mattelmäki; Sanders and Stappers, “Co-Creation” and ”Probes”). In line with this issue’s thematic and epistemological agenda, we adopt what Cross identifies as “designerly ways of knowing” (223), and is at least partly a reflection on a practice in which we engage with our own disciplines and research interests to propose and deploy design thinking as a kind of critical “reflection-in-action” (Robertson and Simonsen 2). Meta-Framing: Combining Meta-Design and Framing Meta-design is a term used in open design literature to describe approaches aimed toward orchestration of a project in such a way that people are afforded the agency to become effective co-designers, regardless of their pre-existing skills or design-specific knowledge (De Mul 36). According to a meta-design approach, design is conceived of as a shared project of mutual learning instead of an individualistic expression of singular genius. Through the establishment of shared protocols and formats, what Ehn (1) calls “infrastructuring”, individuals with even very limited design experience are provided scaffolds that enable them to participate in a design project. One important way in which meta-design helps “create a pathway through a design space” is through the careful selection and adoption of shared guiding metaphors that provide common meanings between co-designers (De Mul 36). The usefulness of metaphors is also recognised in the context of design frames, the second concept on which we build our theory. Conceptualised as “cognitive shortcuts” for making “sense of complex situations” (Haase and Laursen 21), design frames were first conceived of by Schön (132) as a rational approach to design, one guided by “epistemological norms”. Frames have subsequently been further developed within the design methods literature and are defined as a system of counterfactual design decision-making that uses metaphors to provide a rationale for negotiating ill-structured problems. According to Dorst, frames involve: the creation of a (novel) standpoint from which a problematic situation can be tackled … . Although frames are often paraphrased by a simple metaphor, they are in fact very complex sets of statements that include the specific perception of a problem situation, the (implicit) adoption of certain concepts to describe the situation, a ‘working principle’ that underpins a solution and the key thesis: IF we look at the problem situation from this viewpoint, and adopt the working principle associated with that position, THEN we will create the value we are striving for. (525) Despite Schön choosing to illustrate his original conception of framing through the example of a student’s architectural design project, there has been limited subsequent consideration of framing in architectural studio contexts—an exception being Eissa in 2019. This may be because formalised design methods have tended to be treated with suspicion within architectural culture. For instance, Christopher Alexander’s Pattern Language is one such “highly systemised design process” (Dawes and Ostwald 10) that despite its potential to guide participatory design has had an “uneven reception” (Bhatt 716) within architecture itself. One way architecture as a disciplinary domain and as a profession has attempted to engage with design method is through typology, which is one of the few persistent and recurring notions in architectural discourse (Bandini; Grover et al.). As a system of classification, typology categorises “forms and functions as simply and unequivocally as possible” (Oechslin 37). In addition to being used as a classification system, typology has also been positioned as “a process as much as an object”, one with the potential for an “active role in the process of design” (Lathouri 25). Type and typology have been conceptualised as a particular way of projecting architecture’s “disciplinary agency” (Jacoby 936), and this goes some way to explaining their enduring value. A potentially valid criticism of framing is that it can tend toward “design fixation”, when a pre-existing assumption “inadvertently restricts the designers’ imagination” (Crilly). Similarly, typology-as-method—as opposed to a classification tool—has been criticised for being relatively “inflexible” or “reductive” (Shane 2011) and responsible for perpetuating “conservative, static norms” (Jacoby 932) if applied in a rote and non-reflexive way. We deal with these concerns in the discussion of the deployment of our Typekit below. We are drawing here on our experience teaching in the first two years of undergraduate architecture degrees in Australian university settings. As well as being equipped with a diversity of educational, social, linguistic, and cultural backgrounds, students typically have divergent competencies in the domain-specific skills of their discipline and a limited vocabulary for making shared meaning in relation to an architectural proposal. The challenge for studio-based collaborative work in such a context is developing shared understandings and a common language for working on a design project to enable a variety of different design solutions. The brief for a typical studio project will specify a common site, context, and program. Examples we have used include a bathhouse, fire station, archive, civic centre, and lifesaving club. There will then be multiple design solutions proposed by each studio participant. Significantly we are talking about relatively well-structured problems here, typically a specific building program for a specified site and user group. These are quite unlike the open-ended aims of “problem frames” described in the design thinking literature “to handle ill-defined, open-ended, and ambiguous problems that other problem-solving methodologies fail to handle” (Haase and Laursen 21). However, even for well-structured problems, there is still a multitude of possible solutions possible, generated by students working on a particular project brief. This openness reduces the possibility of making shared meaning and thus hinders participation in architectural design. Designing the Typekit The Typekit was developed heuristically out of our experiences teaching together over several years. As part of our own reflective practice, we realised that we had begun to develop a shared language for describing projects including that of students, our own, precedents and canonical works. Often these took the form of a simple formal or functional metaphor such as “the building is a wall”; “the building is an upturned coracle”; or “the building is a cloud”. While these cognitive shortcuts proved useful for our communication there remained the possibility for this language to become esoteric and exclusionary. On the other hand, we recognised the potential for this approach to be shared beyond our immediate “interpretive community” (Fish 485) of two, and we therefore began to develop a meta-design toolkit. Fig. 1: Hybrid page from the Typekit We began by developing a visual catalogue of formal and functional metaphors already present within the panoply of constructed contemporary architectural projects assembled by surveying the popular design media for relevant source material. Fig. 2: Classification of contemporary architectural built work using Typekit metaphors We then used simple line drawings to generate abstract representations of the observed building metaphors adopting isometry to maintain a level of objectivity and a neutral viewing position (Scolari). The drawings themselves were both revelatory and didactic and by applying what Cross calls “designerly ways of knowing” (Cross 223) the toolkit emerged as both design artefact and output of design research. We recognised two fundamentally different kinds of framing metaphors in the set of architectural projects we surveyed, rule-derived and model-derived—terms we are adapting from Choay’s description of “instaurational texts” (8). Rule-derived types describe building forms that navigate the development of a design from a generic to a specific form (Baker 70–71) through a series of discrete “logical operators” (Choay 134). They tend to follow a logic of “begin with x … perform some operation A … perform some operation B … end up with y”. Examples of such operations include add, subtract, scale-translate-rotate, distort and array. Model-derived framing metaphors are different in the way they aim toward an outcome that is an adapted version of an ideal initial form. This involves selecting an existing type and refining it until it suits the required program, site, and context. Examples of the model-derived metaphors we have used include the hedgehog, caterpillar, mountain, cloud, island, and snake as well as architectural Ur-types like the barn, courtyard, tent, treehouse, jetty, and ziggurat. The framing types we included in the Typekit are a combination of rule-derived and model-derived as well as useful hybrids that combined examples from different categories. This classification provides a construct for framing a studio experience while acknowledging that there are other ways of classifying formal types. Fig. 3: Development of isometric drawings of metaphor-frames After we developed a variety of these line drawings, we carried out a synthesis and classification exercise using a version of the KJ method. Like framing, KJ is a technique of abduction developed for dealing objectively with qualitative data without a priori categorisation (Scupin; Kawakita). It has also become an established and widely practiced method within design research (see, for instance, Hanington and Martin 104–5). Themes were developed from the images, and we aimed at balancing a parsimony of typological categories with a saturation of types, that is to capture all observed types/metaphors and to put them in as few buckets as possible. Fig. 4: Synthesis exercise of Typekit metaphors using the KJ method (top); classification detail (bottom) Deploying the Typekit We have successfully deployed the Typekit in architectural design studios at two universities since we started developing it in 2018. As a general process participants adopt a certain metaphor as the starting point of their design. Doing so provides a frame that prefigures other decisions as they move through a concept design process. Once a guiding metaphor is selected, it structures other decision-making by providing a counterfactual logic (Byrne 30). For instance, if a building-as-ramp is chosen as the typology to be deployed this guides a rationale as to where and how it is placed on the site. People should be able to walk on it; it should sit resolutely on the ground and not be floating above it; it should be made of a massive material with windows and doors appearing to be carved out of it; it can have a green occupiable roof; quiet and private spaces should be located at the top away from street noise; active spaces such as a community hall and entry foyer should be located at the bottom of the ramp … and so on. The adoption of the frame of “building-as-ramp” by its very nature is a crucial and critical move in the design process. It is a decision made early in the process that prefigures both “what” and “how” types of questions as the project develops. In the end, the result seems logical even inevitable but there are many other types that could have potentially been explored and these would have posed different kinds of questions and resulted in different kinds of answers during the process. The selection of a guiding metaphor also allows students to engage with historical and contemporary precedents to offer further insights into the development—as well as refinement—of their own projects within that classification. Even given the well-structured nature of the architectural project, precedents provide useful reference points from which to build domain-specific knowledge and benchmarks to measure the differences in approaches still afforded within each typological classification. We believe that our particular meta-framing approach addresses concerns about design fixation and balances mutual learning with opportunities for individual investigation. We position framing less about finding innovative solutions to wicked problems to become more about finding ways for a group of people to reason together through a design problem process by developing and using shared metaphors. Thus our invocation of framing is aligned to what Haase and Laursen term “solution frames” meaning they have an “operational” meaning-making agenda and provide opportunities for developing shared understanding between individuals engaged in a given problem domain (Haase and Laursen 20). By providing a variety of opportunities within an overarching “frame of frames” there are opportunities for parallel design investigation to be undertaken by individual designers. Meta-framing affords opportunities for shared meaning-making and a constructive discourse between different project outcomes. This occurs whether adopting the same type to enable questions including “How is my building-as-snake different from your building-as-snake?”, “Which is the most snake-like?”, or different types (“In what ways is my building-as-ramp different to your building-as-stair?”) By employing everyday visual metaphors, opportunities for “mutual learning between mutual participants” (Robertson and Simonsen 2) are enhanced without the need for substantial domain-specific architectural knowledge at a project’s outset. We argue that the promise of the toolkit and our meta-framing approach more generally is that it actually multiples rather than forecloses opportunities while retaining a shared understanding and language for reasoning through a project domain. This effectively responds to concerns that typology-as-method is a conservative or reductive approach to architectural design. It is important to clarify the role of our toolkit and its relationship to our theory-building agenda. On the basis of the findings accounted for here we do claim to draw specific conclusions about the efficacy of our toolkit. We simply did not collect experimental data relevant to that task. We can, however, use the example of our toolkit to animate, flesh out, and operationalise a model for collaboration in architectural design that may be useful for teaching and practicing architecture in collaborative, team-based contexts. The contribution of this account, therefore, is theoretical. That is, the adaptation of concepts from design literature modified and translated into a new domain to serve new purposes. The Promise of Meta-Framing through Typology Through our work, we have outlined the benefits of adopting formalised design methods in architecture as a way of supporting participation, including using toolkits for scaffolding architectural concept design. Meta-framing has shown itself to be a useful approach to enable participation in architectural design in a number of ways. It provides coherence of an idea and architectural concept. It assists decision-making in any given scenario because a designer can decide which out of a set of choices makes more sense within the “frame” adopted for the project. The question becomes then not “what do I like?” or “what do I want?” but “what makes sense within the project frame?” Finally and perhaps most importantly it brings a common understanding of a project that allows for communication across a team working on the same problem, supporting a variety of different approaches and problem-solving logics a voice. By combining methodologies and toolkits from the design methods literature with architecture’s domain-specific typological classifications we believe we have developed an effective and adaptive model for scaffolding participation and making shared meaning in architecture studio contexts. References Baker, Geoffrey H. Design Strategies in Architecture: An Approach to the Analysis of Form. 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