Journal articles on the topic 'Public schools – Indiana – Endowments'

Despite a vast literature on school vouchers, less is known about their long-term competitive effects on public schools. The current paper examines the competitive effect of the Indiana Choice Scholarship Program, the largest single voucher program in the US, on math and ELA proficiency rates in public schools in the last eight years. Exploiting school vouchers' market share as the primary measure of competition, I use two-way fixed effects regression and event study framework to examine the competitive effect. Results indicate that, although competition has a positive effect in the earlier years, it is detrimental in the long term, suggesting that the program created a “voucher shock” that led to an improvement in the short term. However, in the long term, the proficiency rates in public schools that faced higher competition fell and never increased again. The trend of voucher recipients who have prior public-school attendance revealed that the worsening proficiency rates in the public schools that face higher competition were driven by the departure of relatively high achieving students, suggesting that school vouchers inspire sorting. The results are robust to alternative specifications that use the variation in the interaction between the market share of vouchers and geospatial measures of private school density.

According to Islamic law, various views of some schools forbid changing or transferring waqf property, while some other schools allow that the assets cannot be taken advantage of or reduced in benefits and must be replaced. Meanwhile, according to legal regulations in Indonesia and the Compilation of Islamic Law allow with certain conditions. This study uses descriptive research and the nature of the research used is included in the category of normative legal research. Legal arrangements regarding the transfer of waqf land in Indonesia are regulated in Presidential Instruction No. RI. 1 of 1991 concerning Compilation of Islamic Law in Article 225 paragraphs (1) and (2), Article 49 paragraph (1) of Law Number 41 of 2004 concerning Endowments, Article 49 paragraph (2) Government Regulation No. 25 of 2018 concerning the Implementation of Law No. 41 of 2004 concerning Endowments. Management of waqf land namely Nazir makes a letter of application for submission of waqf land for public facilities to the Minister of Religion by attaching the certificate of waqf pledge certificate, certificate of proof of ownership of the substitute land for waqf, Tax Object Sales Value (NJOP) of waqf land and its exchanges, spatial plans from local government, and other letters. The resolution of the waqf land dispute is carried out through three stages, namely through deliberation efforts to obtain consensus, mediation, and legal efforts to file a claim to the Religious Court.

Moving from a traditional school district to one that embraces a community schools model requires fundamental shifts in organizational structure and practices. Evansville Vanderburgh School Corporation in southern Indiana and Vancouver Public Schools in Vancouver, Wash., are two districts that have navigated this change. Leaders from those districts describe their efforts to learn from data, build community support and staff buy in, leverage assets, build infrastructure, develop policies and procedures, and plan for sustaining their initiative.

Purpose: This study investigates parental empowerment, involvement, and satisfaction in charter, Catholic, Christian, and district-run public schools. The analyses of these indicators across school types also differentiate parents who chose district-run public schools through residential selection from those who did not. Research Design: A survey of 1,699 parents residing in Indiana was linked to school-level administrative data for the analyses. Parents in schools of choice were first compared with parents in district-run public schools using controls for demographic, school, and geographic characteristics. Parents in schools of choice were then compared with parents who chose district-run public schools through residential selection. Findings: Patterns were largely consistent with charter, Christian, and Catholic schools exhibiting greater parental empowerment, involvement, and satisfaction relative to district-run public schools. However, when parents in these schools of choice were compared with parents who chose district-run public schools through residential selection, these differences decreased. Strong negative relationships with parental empowerment, involvement, and satisfaction were observed for parents who did not choose district-run public schools through residential selection. Conclusions: This study highlights the importance of parental selection into district-run public schools through choice of residence—a typically unobserved form of school selection in the literature. In district-run public schools, results suggest that deliberate strategies may be needed to support nonchoosers. Findings also indicate a need for future research on possible approaches that leaders use in different school types that contribute to greater parental empowerment, involvement, and satisfaction.

Purpose – The purpose of this paper is to identify the extent to which human resources (HR) decision making is influenced by the social context of school systems. More specifically, this study draws upon organizational theory focussed on the microfoundations of organizations as a lens identify key aspects of school HR decision making at the district and school level. Design/methodology/approach – Interview data were collected from district-level HR directors and local union presidents across 11 districts in Michigan and Indiana. The interviews provided information on the formal and informal aspects HR management. The interviews were audio recorded and transcribed, and the constant comparative method was used to move from initial codes to higher levels of abstraction (Miles and Huberman, 1994; Strauss and Corbin, 1990). Multiple data collection methods were utilized to help validate the interview data that were collected (Stake, 2004). Findings – The key findings show that social relationships, particularly at the school level, influence the distribution of teachers within a district. The findings support the need for closer attention to be given to the social dynamics of school systems and the impact this has on HR decision making, particular with regard to the influence of informal organizational structures and day-to-day interactions within systems. Originality/value – The current body of research does not fully attend conceptually or empirically to the broader social context of a school system which shape HR decisions. Specifically, researchers and practitioners need to further address the ways that the social dynamics of school systems shape administrative decision making with regard to HR management.

Waqf is one of the teachings that is very noticed in Islam and has socio-economic value for the welfare of society. The principle of property ownership in Islam states that property is not justified by a group of people. Along with the development of the waqf era it is now in the form of productive money and endowments. With this development the government also expanded the waqf property, one of which was money waqf as stated in Government Regulation No.42 of 2006. However, among the reality of the understanding of the development of waqf this was not widely known by the public. In general, people understand waqf more traditionally both from harmony, the terms and purpose of holding waqf itself. Like the distribution of waqf for the sake of worship. In addition, the level of expertise and knowledge of waqf nadzir as the main actors in waqf fundraising to the community has not been maximally developed for waqf fundraising strategies to attract the waqf, among others, just waiting for the waqif candidates to endow their assets. If this condition is not addressed, it can result in waqf not being optimal and developing. Based on this, it does not cover the possibility of waqf boarding schools to anticipate this. This study aims to find out about waqf fundraising strategies in mawaridussalam Islamic boarding schools and their impact. The research methods used were observation, interviews, SWOT analysis with a qualitative approach. The results of the study showed that fundraising strategies were used by waqf institutions of mawaridussalam islamic boarding school, namely annual events (building community trust), socialization of santri to their families, stocking up, endowments and waqf coaching.

We explore the discipline gap between Black and White students and between Hispanic and White students using a statewide student-level panel data set on Indiana public school students attending prekindergarten through 12th grade from 2008–2009 through 2013–2014. We demonstrate that the Black-White disciplinary gaps, defined in a variety of ways and robust to a series of specification tests, emerge as early as in prekindergarten and widen with grade progression. The magnitude of these disciplinary gaps attenuates by about half when we control for many student- and school-level characteristics, but it persists within districts and schools. In contrast, we find that Hispanic-White gaps are initially null and statistically insignificant at the prekindergarten/kindergarten level and attenuate substantially after adjustment for cross-school (district) variation and other covariates. We further disentangle the discipline gap using a decomposition technique that provides empirical support for the hypothesis that Black students nonrandomly sort into more punitive disciplinary environments.

This paper examines voluntary contributions to public education via charitable school foundations, booster clubs, parent teacher associations, and parent teacher organizations. We use panel data on school-supporting charities with national coverage from 1995 to 2010, which we geocode and match to school districts. We document the meteoric rise of school-supporting nonprofits during this panel, and then estimate a series of regression models to examine the distributional consequences of voluntary contributions. We find relatively large districts have higher probabilities of receiving revenues from a school-supporting nonprofit but the level of per-pupil voluntary contributions declines with student enrollment. In addition, we find school districts with higher endowments have higher probabilities of being served by at least one school-supporting nonprofit and higher levels of per-pupil contributions. Finally, we find no evidence that impressive recent growth in the number and financial size of these school-supporting charities relates to reductions in the public financing of schools.

Over 200 teachers were involved in evaluation of educational microcomputer software in a statewide project involving nine Indiana school corporations from 1983–85. Analysis of the completed evaluation forms through the use of the sign test and the Spearman rank order correlation helped to identify differences and similarities between groups of teachers based on factors of either experience with software prior to the evaluation, or the amount of time invested in the evaluation process. Conclusions indicate that formal evaluation processes in the public schools should include considerations of various factors which may influence the evaluator's final recommendation including prior experience with the instructional format, prior experience with a program similar to the one being evaluated, and allowances for time to fully examine the program being evaluated.

Violinist Rebekah Ann Brown is director of the Columbus School of Music and the Violin School of Bloomington, Indiana. At Indiana University, she specializes in violin pedagogy. She conducts psychoacoustic research in measurements of expressive intonation by recording artists and performs comparative studies of holistic philosophies. She has studied Colour Strings in this country and in London and has a Suzuki certificate from Matsumoto, Japan. Brown has taught in private studios, public schools, and universities and has been a musical director of youth symphonies. Her expertise is sought in clinics and seminars and by artists-in-residence who are working with students and teachers. She uses both orchestral literature and American fiddle music with students for developing technique. She has also cataloged an extensive list of twentieth-century music for technical studies at all levels of proficiency.

The Physiology Understanding (PhUn) Week is a national outreach event sponsored by the American Physiological Society. Our PhUn team conducted an event for 551 students (12.5 ± 0.9 yr old) in a middle school in Indiana. The aims of this program were to: 1) teach about the negative consequences of inactivity on cardiovascular (CV) health and overall well-being; 2) help students to determine their own CV fitness level and design their fitness plan; and 3) test the hypothesis that students who are offered daily physical education (PE) classes are able to meet the Physical Activity Guidelines for Americans. The University of Louisville PhUn team visited the school during school hours to execute the outreach program to students enrolled in Health and PE as their course elective. During the event, students were educated about CV physiology and the effects of exercise on CV fitness and metabolism. Additionally, students were asked to completed a questionnaire about their physical activity behaviors outside the school. Students were also educated about ways to increase energy expenditure by 150 METy (units of metabolism for youth) per day during 7 days. CV fitness levels were estimated by using the PACER (Progressive Aerobic Cardiovascular Endurance Run) test, and students were asked to create a plan to increase energy expenditure daily. The results showed that 53% of the students did not perform enough physical activity outside school to meet the guidelines. In conclusion, the incorporation of PE in schools is critical to cultivate healthy lifestyles and decrease the sedentarism epidemic in the U.S.

OBJECTIVES/GOALS: Develop strong network of science teachers interested in promoting scientific research to their students.Place students in an immersive summer research internship that, when possible, matches their career interests.Expose students to the numerous career paths within the STEM field.METHODS/STUDY POPULATION: The program recruits socio-economically disadvantaged students and provides them a stipend, and also accepts students who can participate unpaid.Local school teachers are engaged in a summer fellowship to learn biotechnologies and research. In Spring these teachers help recruit students and during the subsequent Fall help students with college and scholarship applications.Students are placed in a variety of laboratories within the Schools of Medicine, Science, Dentistry, Public Health, Informatics, Health and Human Sciences, Engineering and Technology, especially in biomedical engineering. Students are also placed in industry laboratories such as Eli Lilly and the Indiana Bioscience Research Institute.Long-term program follow-up is done through post-internship surveys to assess impact on graduate and professional school admission.RESULTS/ANTICIPATED RESULTS: Since the Indiana CTSI was established in 2008, 872 students have participated in the summer internship.71% of past interns are underrepresented minorities in science or classified as disadvantaged by NIH criteria.17% of students interned during grade 10, 72% during grade 11, and 11% during grade 12.21% of students engage in the program for more than one year.100% of past interns are currently enrolled in or have graduated college.Over 60% of those with a bachelors degree proceed to graduate and professional schools and over 80% stay in STEM related fields. These rates are equal for interns from underrepresented minorities or those classified as disadvantaged by NIH criteria.DISCUSSION/SIGNIFICANCE OF IMPACT: Students engaged in the Indiana CTSI STEM program are progressing through the translational science pipeline based on their graduating from college and remaining in the STEM field.

The primary purpose of this study was to examine composition practices in public schools across the state of Indiana, to investigate who incorporates composition and why they chose to use or not use composing tasks. A second purpose was to learn if teachers had an operational definition for composition. Three hundred thirty-nine teachers participated in a survey to answer questions about their use of compositon in the classroom. Respondents who used composition answered open-ended questions about learning goals for composing tasks and gave examples of typical classroom composing tasks. Although 88.5 % of the respondents indicated that they incorporated composition, only 5.9% reported using composition tasks often. General music teachers were slightly more likely to incorporate composition in their classrooms than were ensemble directors. There were no significant relationships found between years of experience or years at a school, certification, or school use of Standards and the relative use of composing tasks. An analysis of the responses to open-ended questions revealed that teachers used composing tasks for a great variety of purposes. No one definition of composition emerged from the analysis. Instead, respondents labeled a range of activities from dictation and practicing notation and improvising to complex tasks as "composition. " The article calls for developing an operational definition and pedagogy for composition in the classroom and discusses possibilities for future research.

Novice special educators (those in their first 3 years) consistently report their workloads are unmanageable. Yet, it is not clear whether their perceptions of workload manageability contribute to outcomes of concern such as emotional exhaustion (a component of burnout) or intentions to continue teaching in their schools and districts. This pilot investigation used structural equation modeling to analyze data collected for the Michigan Indiana Early Career Teacher Study. We found (a) novice elementary and middle school special educators rated their workloads less manageable than novice elementary and middle school general educators; (b) novice special and general educators’ ratings of workload manageability predicted emotional exhaustion, which mediated a relationship between workload manageability and career intentions; and (c) the magnitude of the relationships was stronger for novice general educators. Results have implications for supporting and retaining novice special and general education teachers.

Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

The One Door Integrated Service Application is a service delivery for several types of services that are organized in an integrated manner in one place and controlled by a management control system. In this application there are two types of services namely customer service (Cs) and front office (FO), in both types of services have different service functions CS functions to provide services to the public and employees who want to do consultations include, Hajj and Umrah services , Marriage, Endowments, Zakat, Promotion, Staffing while FO Providing services to the community in the form of requests to transfer schools, legalizing certificates, mosque recommendations, passport recommendations, Requests for Qibla direction, requests for prayer, requests for clergy, Requests for place of worship data, Requests for marriage data. The application was developed using the Prototype system development method, data collection methods by interviewing, observing and studying literature, analyzing system design using UML (Unifield Modeling Language). In building applications information is used in the PHP programming language, MySQL Database, Apache Local Web Server, Adobe Dreamweaver CS6 as a web editor, and Adobe Photoshop as an image editor. Testing methods The information application uses the Blackbox testing method and Beta testing. The results of this study is that with this web-based application it will facilitate office staff in archiving services to record history and make it easier to serve the general public as well as providing convenience to the community when it will perform services

The Bethel Project is about the history of Indianapolis’ oldest black church, archival records, preservation technologies, virtual experiences, and collaboration and co-creation among many different departments, heritage institutions and community members. This paper provides three perspectives on this project from individuals who’ve worked closely together over the past four years. This may seem like a long while to work on one project but for those whose research is community-based it seems about right. Three unique voices will be presented with each telling their own narrative of what she thought when the project started and how her thinking has changed until now. Andrea Copeland is an associate professor in the School of Informatics and Computing whose research focuses specifically on public libraries, community collections, and engagement. Kisha Tandy is the associate curator of social history at the Indiana State Museum who researches African American history and culture. At the center of the project is Olivia McGee Lockhart: Bethel AME Church of Indianapolis’ Keeper of History, Indianapolis native, and an Indianapolis Public Schools educator for nearly four decades.

Listening to the Silences is an ethnodrama – an example of verbatim theatre that evokes a teacher’s first year in the Chicago Public Schools (CPS) based on the words voiced during a series of four interviews sessions conducted by the author. The protagonist, Indiana Ingelside, spent her first year in CPS in an African American school in one of Chicago’s poorest neighborhoods. The show is intended to help the audience reflect on the beginning teacher’s experiences of working in that setting. The script evokes the challenges of teaching within environments shaped by social policies that do not address, and frequently exacerbate, the poverty, racism, and other forms of injustice that shape the lives of children and families of color. The article begins with the complete playscript and then concludes with an afterword that describes what the author learned from developing and producing the show. Photos from the Philadelphia workshops are included.

This sociolinguistics study investigated the maintenance of the Arabic language among three migrant Arab Muslim families, who have been living in the USA for at least ten years, particularly among the children. Each family has children between the ages of 10 to 15 and they attend American public schools. Arabic is essential in the religious rituals of the Muslim society. Yet living in an English-speaking environment makes it challenging for these families to maintain fluency in Arabic and English. The families live in Muncie, Indiana where the only means of formal teaching of Arabic is through a Sunday school held in the Mosque and parental attempts to teach them at home. Data were collected by using semi-structured interviews and participant observation over a six-month period and analyzed according to Smolicz’s (1981) Core Value theory. The findings of the study indicated that all three families are aware of the challenges of maintaining the Arabic language and therefore emphasize the use of Arabic at home, to supplement the Arabic lessons in the Sunday school.

ABSTRACT IMPACT: o The Indiana Clinical and Translational Sciences Institute K-12 STEM Outreach Program’s pivoted to a virtual program in summer 2020 which yielded novel approaches that could be retained in future years to extend the reach/impact of our pipeline program. OBJECTIVES/GOALS: o Provide students with a meaningful and safe research experience during the COVID Pandemic. o Develop new modules and approaches that could be delivered virtually. o Engage students from communities that were not possible in previous years when in person meetings were required. METHODS/STUDY POPULATION: o The program has historically supported over 100 high school students per year in a summer research internship for the last 5 years. Students are placed with academic research mentors in various Schools and Departments across the IUPUI campus, and also with industry laboratories. o COVID-related restrictions required development of 100% virtual program. Key aspects of the virtual program included: cohort-based research mentor assignments with 1-4 mentees matched per research mentor, research projects that could be conducted virtually, heavy engagement of high-school teachers to facilitate the research experience with cohorts of mentees, a more rigorous virtual seminar series that included new modules such as COVID-specific programming and thus enhancing public education about COVID. RESULTS/ANTICIPATED RESULTS: o The program served 130 students in summer 2020. o We were able to recruit new faculty and industry mentors involved in data science research. As a result, we have now increased our mentor pool to serve more students in the future. o Because student participation was virtual, we were able to accept students from further distances (up to 120 miles away) across the state. We were also able to accept local economically disadvantaged students that may have not been able to participate because of lack of reliable transportation. o A positive unanticipated outcome was that mentees relationships with the mentors was established virtually thus increasing the potential for students to remain engaged in their research. DISCUSSION/SIGNIFICANCE OF FINDINGS: o Adapting to a virtual platform provided research experience to high school students during a time when traditional approaches were not possible. Given some research experiences do not require in-person activities, this newly established model could be used moving forward to allow more statewide engagement in research experiences.

Professor Edward Purcell was a physicist of great distinction. With Felix Bloch he received the joint award of the Nobel Prize for Physics in 1952, for the developments respectively of nuclear magnetic resonance (NMR) and nuclear induction. In 1951, H.L. Ewen and Purcell (21)* detected radiation at the hydrogen hyperfine frequency of 1421 MHz coming from interstellar space, which created a new branch of astronomy. The Smith–Purcell effect (28) is now regarded as a potentially powerful source of radiation in the far infrared region of the spectrum. These were further achievements of prize–winning quality. Edward Mills Purcell was born in Taylorville, Illinois, USA, the son of Edward A. Purcell and Mary Elizabeth Mills, both natives of Illinois. From public schools in Taylorville and Mattoon, Illinois, he won a scholarship to Purdue University, Indiana. He graduated in 1933 in electrical engineering and published two papers (1, 2) on thin films with Professor K. Lark–Horowitz. Realizing that Purcell's gifts and interests lay in mathematics and physics, Lark–Horowitz invited him to take part in a research project on electron diffraction while he was still an undergraduate, and then recommended him for an exchange studentship in Germany. Purcell spent a year studying physics at the Technische Hochschule in Karlsruhe, with Professor W. Wenzel. On his return he entered Harvard University to work under J.H. Van Vleck (For.Mem.R.S. 1967; Nobel Laureate in Physics 1981). With Malcolm Hebb, who later became Director of Research at the Laboratories of the General Electric Company in Schenectady, New York, he made a theoretical study (3) of the properties of paramagnetic salts below 1 K. This publication was widely used for the interpretation of magnetic cooling experiments in low–ndash;temperature physics, including my own thesis work in 1937–39. Later, when I mentioned it, Purcell, always a modest man, said, ‘that was all Hebb’.

A Review of: 
 Powell, Ronald R. and Susan E. Boling. “Post-Master’s Educational Needs of Information Professionals.” Journal of Access Services 3.4 (2005): 29-43.
 
 Objective – To investigate post-master’s educational needs and interests of information professionals. 
 
 Design – Survey research using print and electronic questionnaires.
 
 Setting – The geographic area surrounding Wayne State University in Michigan, United States of America. 
 
 Subjects – Members of the library associations of Michigan, Ohio, Indiana, and Southwestern Ontario, Canada. 
 
 Methods – Systematic random samples were derived from the membership lists of the library associations in Ohio, Indiana, and Southwestern Ontario. Paper questionnaires were mailed to those selected. Michigan Library Association’s official policy barred the release of its membership list to researchers. Consequently, announcements of the survey were placed in three successive issues of the Association’s electronic newsletter. Interested members were directed to a web site to complete an electronic version of the questionnaire. This option was also extended to members of the other three library associations. The overall research question was investigated through specific questions that sought to ascertain the overall level of interest in professional library and information studies (LIS) education, levels of interest in specific types of programs, factors that favoured or deterred enrolment in doctoral programs, as well as the fields of study that were preferred for combination with LIS in doctoral programs. With the exception of demographic type questions (e.g., place of residence and educational qualifications) and two questions that required open ended responses, the questionnaire design encompassed questions with Likert scale type responses. Analysis of the responses included descriptive statistics, the use of Pearson chi-square to determine statistically significant relationships, and, to a lesser extent, content analysis.
 
 Main Results – A total of 270 questionnaires (33%) were returned from three populations: Ohio, Indiana, and Ontario. A self-selected sample of 101 members (6%) of the Michigan Library Association responded. In general, almost 80% of the respondents admitted some importance to adding to their LIS qualification. However, only 41% felt that this was important or extremely important. From a choice of six educational offerings, namely, continuing education activities, non-degree master’s coursework, a second master’s degree, post-master’s certification, doctoral programs, and other, continuing education activities was the most valued, by 65.5% of the respondents. 
 
 Participants were asked about their reasons, and the importance of these, for considering or deciding to enrol in an LIS doctoral program. The yearning to acquire knowledge was reported by 69.7% as the major reason, followed by 45.8% of the respondents who cited the wish to increase their income potential. In terms of major factors, prestige received the lowest rating, 21.1%. The time involved (73.8%), cost (66.3%), and distance from the program (63.2%) were cited as the major deterrents to enrolling in doctoral programs. 
 
 When asked about the likelihood of pursuing a doctoral LIS program in combination with business administration, computer science, or without any combination, “not likely” was the most popular choice. Those who were very likely or likely to pursue a joint program totalled approximately 30% of the respondents, while 37% indicated an interest in undertaking a doctorate in LIS only. The most frequent reasons proffered by those who selected “not likely” or “definitely not” for any of the three doctoral offerings included lack of interest, mitigating factors (e.g. time, cost, age, and program location), unfavourable cost/benefit analysis, preference for another area of knowledge, and the view that Ph.D.s were only useful for university faculty. Given the option to name subject areas that they desired to see combined with LIS in a doctoral program, 23 of 101 respondents proposed education, while 19 opted for public administration.
 
 A question inviting any other comments on the issue of post-master’s education yielded a predominant desire for “non traditional instruction,” particularly online courses as well as classes held in convenient locations. In terms of relationships between geographic location and factors that influenced interest in enrolling in a doctoral program, the desire “to become a more effective manager,” and “other” were statistically significant. The analysis also revealed a strong positive relationship between willingness to pursue an LIS-only doctoral program and the availability of such a program in geographic proximity. Similarly, there was a strong relationship between willingness to pursue an LIS program in close vicinity and the importance that was given to further LIS education.
 
 Conclusion – Online instruction and geographic proximity are key determinants of information professionals’ interest in pursuing post-master’s education at the doctoral level. Continuing education activities, non-degree coursework, and certificate programs are preferred over doctoral LIS programs, despite the finding that the major reason for enrolling in doctoral LIS programs is to fulfill the desire for knowledge acquisition. Schools offering Library and Information Science studies need to explore options for providing distance-education doctoral LIS programs as a means of reversing the current shortage of LIS faculty.

As part of the educational mission of interscholastic athletics, ensuring competitive balance is a priority of state athletic associations nationwide. Specifically, teams playing within a postseason championship tournament should have a fair and equitable chance to win. Private high schools, in particular, have been the focus of competitive balance scrutiny from public high school stakeholders due to disproportionately high success in many states. Despite much anecdotal scrutiny from public stakeholders, it is not clear how much they know about interscholastic policy or private school characteristics. Therefore, this study set to explore Indiana public high school parents’ perceptions of interscholastic competitive balance through qualitative interview data. Using thematic analysis, five themes emerged from the data influential to competitive balance (location, policy, sport culture, financial resources, and education). Each of these themes was influenced by an omnipresent private school impact, which reinforced a need for additional education of policy and private school characteristics.

In this study I examined archival material relating to music lessons that aired on the Indiana School of the Sky during its inaugural season in the 1947–1948 school year. The Indiana School of the Sky was an educational radio program intended for use in the public schools and produced by Indiana University students and professors, in partnership with the State Department of Education. The purpose of this study was to illuminate details of the Indiana School of the Sky music program during its inaugural season in 1947–1948, such as the staff, repertoire, teaching strategies, and program structure. Of particular interest was Dorothy G. Kelley, who served as supervisor of the Indiana School of the Sky music episodes during its inaugural season, and was the first female to join the faculty of the Music Education Department at Indiana University. A secondary purpose was to examine the intersection of education and technology in the late 1940s through the lens of the Indiana School of the Sky and to afford contemporary music educators the opportunity to reflect on how they use current technologies in their classrooms. This study found that the program employed three main teaching strategies: singalong, call and response, and listening. Indiana University music and music education students performed in many music episodes alongside Kelley, and 34% of compositions that aired during the 1948–1949 school year comprised of music by composers from the United States, or folk music originating in the United States. Other countries represented by either composer or folk tradition included Australia, Austria, Czechoslovakia, England, Finland, France, Germany, Italy, Norway, Mexico, Russia, and Spain.

Judith Scott-Clayton of Columbia University reviews “Mission and Money: Understanding the University” by Burton A. Weisbrod, Jeffrey P. Ballou, Evelyn D. Asch,. The EconLit Abstract of the reviewed work begins “Examines higher education as an industry, focusing on how schools compete, how they finance themselves, and what social role each type of college and university plays. Discusses an introduction to the higher education industry; the higher education business and the business of higher education--now and then; whether higher education is becoming increasingly competitive; the two-good framework--revenue, mission, and why colleges do what they do; tuition, price discrimination, and financial aid; the place of donations in funding the higher education industry; endowments and their management--financing the mission; generating revenue from research and patents; other ways to generate revenue--wherever it may be found--lobbying, the world market, and distance education; advertising, branding, and reputation; whether public and nonprofit schools are “businesslike”--cost-consciousness and the choice between higher cost and lower cost faculty; not quite an ivory tower--schools competing by collaborating; intercollegiate athletics--money or mission?; mission or money--what colleges and universities want from their athletic coaches and presidents; and what the public policy issues are. Weisbrod is John Evans Professor of Economics and Faculty Fellow of the Institute of Policy Research at Northwestern University. Ballou is an economist with Mathematica Policy Research. Asch is Research Coordinator at the Institute for Policy Research at Northwestern University…. Index.”

Background: Fights, bullying, and gun violence in the Northwest Indiana and Chicagoland middle schools and high schools can have long lasting effects on a student’s physical, emotional, or mental wellbeing. Project Outreach and Prevention on Youth Violence (henceforth POP) is a foundation started by two NWI doctors, Dr. Michael McGee and Dr. Reuban Rutland, looking to do their part in preventing victims of youth violence from reaching their emergency departments. POP also reaches students underrepresented in medicine to breach that gap. Programs such as POP’s Health Professions Enrichment Program (HPEP). POP also utilizes school rallies and violence prevention seminars throughout the year to reach at risk youth. Activities at these rallies include Stop the Bleed training, where students are trained and certified by professionals on how to stop a bleed to various parts of the body. POP also utilizes local celebrities, artists, public figures, and community leaders to incentivize the participation of their target population. Does implementation of anti-violence events with school age students by professionals and community leaders decrease incidences of violence or increase interest in college/STEM professions?
 Hypothesis:
 
 There is an increase in the interest in college/STEM professions.
 There is a decrease in incidences of violence at schools with active SAVE chapters or participating in an anti-violence event
 
 Experimental Design or Project Methods: Surveys, Observations, Student Interviews, Intervention, Cohort Study, Program evaluations, Longitudinal Study (Go to each school nearby and request the info) The study’s population includes students from 7th grade through high school seniors located throughout 13 schools in the northwest Indiana region. POP
 Results: Analyze Survey Data and interviews for positive correlation with the data. 
 Conclusion/Potential Impact: Pending Review; The potential impact this project yielding positive results would help demonstrate efficacy of POP and enable us to seek more funding opportunities and implement these programs on a wider scale and hopefully being able to see lower instances of violence in areas where programing takes place.

Background and Objective: Rural teen pregnancy is a significant public health problem, yet there are no evidence-based prevention programs (EBPs) developed for rural communities. Little is known about the process of implementing and adapting EBPs for rural communities. An implementation science framework is a useful way to methodologically examine EBPs replicated in new contexts. Specifically, the Evaluation, Preparation, Implementation, Sustainment (EPIS) framework was utilized for this project. The purpose of this study is to describe the challenges and sucesses in the implementation of EBPs in a rural community. 
 Project Methods: Youth RISE! is a federally funded, evidence based, community-wide sex education program implemented in Clinton County, Indiana. Qualitative interviews were conducted with key stakeholders involved in implementing the program (n=22). Participants fulfilled diverse roles such as school administrators, teachers, local program partners, and the grantor. These interviews, conducted in-person or via telephone in 2018 and via Zoom in 2020, were subsequently transcribed, coded and analyzed using thematic analysis. Codes were developed from the EPIS implementation framework and an initial review of transcripts and field notes. 
 Results: Participants described the Youth RISE! Program as overwhelmingly successful. Qualitative analysis revealed three central themes of Community Readiness, Transparency, and Buy-In. Community readiness included timing, involvement of trusted community partners, and framing teen pregnancy as a public health issue rather than a values issue. Transparency included frequent communication between all parties, positive messaging, and a strong presence in the community. Buy-in included parent, teacher, and school administration support as well as maintaining equal partnerships between the community, school, and partner agencies. 
 Conclusion and Potential Impact: Contrary to popular beliefs, this rural community was willing to implement comprehensive sex education programs in its schools. This data may be used to inform future implementation of EBPs in rural communities.

Fottrell was born on 6 February 1849 and educated at Belvedere College and the Catholic University, where he was president of the Literary and Historical Society. After training as a solicitor at the King's Inn Law School from 1865, he joined his father's firm of George D. Fottrell & Sons at 46 Fleet Street, Dublin. In 1872, he married Mary Watson, with whom he had one son and five daughters. He quickly established himself within Dublin's emerging Catholic professional class at a time when its influence over Irish public affairs was growing. Recent study of the Catholic elite of this period has demonstrated the importance of the university question to its ‘cultural and political awakening’. In educational matters, Fottrell was a secularist who wished to develop what he described as ‘a free and independent lay Catholic public opinion’. He was critical of reforms that tended to tighten the grip of ecclesiastical schools upon Catholic higher education and argued that sufficient funding for the Catholic University in Dublin was necessary to enable its graduates to compete on an equal footing with the predominately Protestant graduates of Dublin University. Alongside T.D. Sullivan and John Dillon, Fottrell took a leading role in the Catholic University's Bono Club, which aimed to create common ground between the ecclesiastical establishment and the educated laity, and Fottrell was assured by Cardinal Newman that You will be doing the greatest possible benefit to the Catholic cause all over the world, if you succeed in making the University a middle station at which clergy and laity can meet, so as to learn to understand and to yield to each other. In 1872, Fottrell tried to formulate reforms that might prove acceptable to both Protestant and Catholic opinion by proposing two universities for Ireland – the Queen's University and an amalgamation of Trinity College, Dublin and the Catholic University. He argued that Gladstone's University Education Bill, which proposed a single university for Ireland, would fatally damage the higher education of Catholics because it would denude the Catholic University of students. In 1879, he advised Gladstone to provide endowments for lay professorships in the Catholic University so as to enable Catholic students to escape the influence of ecclesiastical schools. Fottrell pursued his interest in Irish university education for many years, becoming an organizer of the Catholic Lay Committee of 1903 and publishing an influential tract on the subject two years later.

Abstract Background The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom. Results Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.


 
 
 “Journalists have to begin a new type of journalism, sometimes being the guide on the side of the civic conversation as well as the filter and gatekeeper.” (Kolodzy 218) “In many respects, citizen journalism is simply public journalism removed from the journalism profession.” (Barlow 181) 1. Citizen Journalism — The Latest Innovation? New Media theorists such as Dan Gillmor, Henry Jenkins, Jay Rosen and Jeff Howe have recently touted Citizen Journalism (CJ) as the latest innovation in 21st century journalism. “Participatory journalism” and “user-driven journalism” are other terms to describe CJ, which its proponents argue is a disruptive innovation (Christensen) to the agenda-setting media institutions, news values and “objective” reportage. In this essay I offer a “contrarian” view, informed by two perspectives: (1) a three-stage model of theory-building (Carlile & Christensen) to evaluate the claims made about CJ; and (2) self-reflexive research insights (Etherington) from editing the US-based news site Disinformation between November 1999 and February 2008. New media theories can potentially create “cognitive dissonance” (Festinger) when their explanations of CJ practices are compared with what actually happens (Feyerabend). First I summarise Carlile & Christensen’s model and the dangers of “bad theory” (Ghoshal). Next I consider several problems in new media theories about CJ: the notion of ‘citizen’, new media populism, parallels in event-driven and civic journalism, and mergers and acquisitions. Two ‘self-reflexive’ issues are considered: ‘pro-ams’ or ‘professional amateurs’ as a challenge to professional journalists, and CJ’s deployment in new media operations and production environments. Finally, some exploratory questions are offered for future researchers. 2. An Evaluative Framework for New Media Theories on Citizen Journalism Paul Carlile and Clayton M. Christensen’s model offers one framework with which to evaluate new media theories on CJ. This framework is used below to highlight select issues and gaps in CJ’s current frameworks and theories. Carlile & Christensen suggest that robust theory-building emerges via three stages: Descriptive, Categorisation and Normative (Carlile & Christensen). There are three sub-stages in Descriptive theory-building; namely, the observation of phenomena, inductive classification into schemas and taxonomies, and correlative relationships to develop models (Carlile & Christensen 2-5). Once causation is established, Normative theory evolves through deductive logic which is subject to Kuhnian paradigm shifts and Popperian falsifiability (Carlile & Christensen 6). Its proponents situate CJ as a Categorisation or new journalism agenda that poses a Normative challenged and Kuhnian paradigm shift to traditional journalism. Existing CJ theories jump from the Descriptive phase of observations like “smart mobs” in Japanese youth subcultures (Rheingold) to make broad claims for Categorisation such as that IndyMedia, blogs and wiki publishing systems as new media alternatives to traditional media. CJ theories then underpin normative beliefs, values and worldviews. Correlative relationships are also used to differentiate CJ from the demand side of microeconomic analysis, from the top-down editorial models of traditional media outlets, and to adopt a vanguard stance. To support this, CJ proponents cite research on emergent collective behaviour such as the “wisdom of crowds” hypothesis (Surowiecki) or peer-to-peer network “swarms” (Pesce) to provide scientific justification for their Normative theories. However, further evaluative research is needed for three reasons: the emergent collective behaviour hypothesis may not actually inform CJ practices, existing theories may have “correlation not cause” errors, and the link may be due to citation network effects between CJ theorists. Collectively, this research base also frames CJ as an “ought to” Categorisation and then proceeds to Normative theory-building (Carlile & Christensen 7). However, I argue below that this Categorisation may be premature: its observations and correlative relationships might reinforce a ‘weak’ Normative theory with limited generalisation. CJ proponents seem to imply that it can be applied anywhere and under any condition—a “statement of causality” that almost makes it a fad (Carlile & Christensen 8). CJ that relies on Classification and Normative claims will be problematic without a strong grounding in Descriptive observation. To understand what’s potentially at stake for CJ’s future consider the consider the parallel debate about curricula renewal for the Masters of Business Administration in the wake of high-profile corporate collapses such as Enron, Worldcom, HIH and OneTel. The MBA evolved as a sociological and institutional construct to justify management as a profession that is codified, differentiated and has entry barriers (Khurana). This process might partly explain the pushback that some media professionals have to CJ as one alternative. MBA programs faced criticism if they had student cohorts with little business know-how or experiential learning (Mintzberg). Enron’s collapse illustrated the ethical dilemmas and unintended consequences that occurred when “bad theories” were implemented (Ghoshal). Professional journalists are aware of this: MBA-educated managers challenged the “craft” tradition in the early 1980s (Underwood). This meant that journalism’s ‘self-image’ (Morgan; Smith) is intertwined with managerial anxieties about media conglomerates in highly competitive markets. Ironically, as noted below, Citizen Journalists who adopt a vanguard position vis-a-vis media professionals step into a more complex game with other players. However, current theories have a naïve idealism about CJ’s promise of normative social change in the face of Machiavellian agency in business, the media and politics. 3. Citizen Who? Who is the “citizen” in CJ? What is their self-awareness as a political agent? CJ proponents who use the ‘self-image’ of ‘citizen’ draw on observations from the participatory vision of open source software, peer-to-peer networks, and case studies such as Howard Dean’s 2004 bid for the Democrat Party nominee in the US Presidential election campaign (Trippi). Recent theorists note Alexander Hamilton’s tradition of civic activism (Barlow 178) which links contemporary bloggers with the Federalist Papers and early newspaper pamphlets. One unsurfaced assumption in these observations and correlations is that most bloggers will adopt a coherent political philosophy as informed citizens: a variation on Lockean utilitarianism, Rawlsian liberalism or Nader consumer activism. To date there is little discussion about how political philosophy could deepen CJ’s ‘self-image’: how to critically evaluate sources, audit and investigation processes, or strategies to deal with elites, deterrence and power. For example, although bloggers kept Valerie Plame’s ‘outing’ as a covert intelligence operative highly visible in the issues-attention cycle, it was agenda-setting media like The New York Times who the Bush Administration targeted to silence (Pearlstine). To be viable, CJ needs to evolve beyond a new media populism, perhaps into a constructivist model of agency, norms and social change (Finnemore). 4. Citizen Journalism as New Media Populism Several “precursor trends” foreshadowed CJ notably the mid-1990s interest in “cool-hunting” by new media analysts and subculture marketeers (Gibson; Gladwell). Whilst this audience focus waned with the 1995-2000 dotcom bubble it resurfaced in CJ and publisher Tim O’Reilly’s Web 2.0 vision. Thus, CJ might be viewed as new media populism that has flourished with the Web 2.0 boom. Yet if the boom becomes a macroeconomic bubble (Gross; Spar) then CJ could be written off as a “silver bullet” that ultimately failed to deliver on its promises (Brooks, Jr.). The reputations of uncritical proponents who adopted a “true believer” stance would also be damaged (Hoffer). This risk is evident if CJ is compared with a parallel trend that shares its audience focus and populist view: day traders and technical analysts who speculate on financial markets. This parallel trend provides an alternative discipline in which the populism surfaced in an earlier form (Carlile & Christensen 12). Fidelity’s Peter Lynch argues that stock pickers can use their Main Street knowledge to beat Wall Street by exploiting information asymmetries (Lynch & Rothchild). Yet Lynch’s examples came from the mid-1970s to early 1980s when indexed mutual fund strategies worked, before deregulation and macroeconomic volatility. A change in the Web 2.0 boom might similarly trigger a reconsideration of Citizen Journalism. Hedge fund maven Victor Niederhoffer contends that investors who rely on technical analysis are practicing a Comtean religion (Niederhoffer & Kenner 72-74) instead of Efficient Market Hypothesis traders who use statistical arbitrage to deal with ‘random walks’ or Behavioural Finance experts who build on Amos Tversky and Daniel Kahneman’s Prospect Theory (Kahneman & Tversky). Niederhoffer’s deeper point is that technical analysts’ belief that the “trend is your friend” is no match for the other schools, despite a mini-publishing industry and computer trading systems. There are also ontological and epistemological differences between the schools. Similarly, CJ proponents who adopt a ‘Professional Amateur’ or ‘Pro-Am’ stance (Leadbeater & Miller) may face a similar gulf when making comparisons with professional journalists and the production environments in media organisations. CJ also thrives as new media populism because of institutional vested interests. When media conglomerates cut back on cadetships and internships CJ might fill the market demand as one alternative. New media programs at New York University and others can use CJ to differentiate themselves from “hyperlocal” competitors (Christensen; Slywotzky; Christensen, Curtis & Horn). This transforms CJ from new media populism to new media institution. 5. Parallels: Event-driven & Civic Journalism For new media programs, CJ builds on two earlier traditions: the Event-driven journalism of crises like the 1991 Gulf War (Wark) and the Civic Journalism school that emerged in the 1960s social upheavals. Civic Journalism’s awareness of minorities and social issues provides the character ethic and political philosophy for many Citizen Journalists. Jay Rosen and others suggest that CJ is the next-generation heir to Civic Journalism, tracing a thread from the 1968 Chicago Democratic Convention to IndyMedia’s coverage of the 1999 “Battle in Seattle” (Rosen). Rosen’s observation could yield an interesting historiography or genealogy. Events such as the Southeast Asian tsunami on 26 December 2004 or Al Qaeda’s London bombings on 7 July 2005 are cited as examples of CJ as event-driven journalism and “pro-am collaboration” (Kolodzy 229-230). Having covered these events and Al Qaeda’s attacks on 11th September 2001, I have a slightly different view: this was more a variation on “first responder” status and handicam video footage that journalists have sourced for the past three decades when covering major disasters. This different view means that the “salience of categories” used to justify CJ and “pro-am collaboration” these events does not completely hold. Furthermore, when Citizen Journalism proponents tout Flickr and Wikipedia as models of real-time media they are building on a broader phenomenon that includes CNN’s Gulf War coverage and Bloomberg’s dominance of financial news (Loomis). 6. The Mergers & Acquisitions Scenario CJ proponents often express anxieties about the resilience of their outlets in the face of predatory venture capital firms who initiate Mergers & Acquisitions (M&A) activities. Ironically, these venture capital firms have core competencies and expertise in the event-driven infrastructure and real-time media that CJ aspires to. Sequoia Capital and other venture capital firms have evaluative frameworks that likely surpass Carlile & Christensen in sophistication, and they exploit parallels, information asymmetries and market populism. Furthermore, although venture capital firms such as Union Street Ventures have funded Web 2.0 firms, they are absent from the explanations of some theorists, whose examples of Citizen Journalism and Web 2.0 success may be the result of survivorship bias. Thus, the venture capital market remains an untapped data source for researchers who want to evaluate the impact of CJ outlets and institutions. The M&A scenario further problematises CJ in several ways. First, CJ is framed as “oppositional” to traditional media, yet this may be used as a stratagem in a game theory framework with multiple stakeholders. Drexel Burnham Lambert’s financier Michael Milken used market populism to sell ‘high-yield’ or ‘junk’ bonds to investors whilst disrupting the Wall Street establishment in the late 1980s (Curtis) and CJ could fulfil a similar tactical purpose. Second, the M&A goal of some Web 2.0 firms could undermine the participatory goals of a site’s community if post-merger integration fails. Jason Calacanis’s sale of Weblogs, Inc to America Online in 2005 and MSNBC’s acquisition of Newsvine on 5 October 2007 (Newsvine) might be success stories. However, this raises issues of digital “property rights” if you contribute to a community that is then sold in an M&A transaction—an outcome closer to business process outsourcing. Third, media “buzz” can create an unrealistic vision when a CJ site fails to grow beyond its start-up phase. Backfence.com’s demise as a “hyperlocal” initiative (Caverly) is one cautionary event that recalls the 2000 dotcom crash. The M&A scenarios outlined above are market dystopias for CJ purists. The major lesson for CJ proponents is to include other market players in hypotheses about causation and correlation factors. 7. ‘Pro-Ams’ & Professional Journalism’s Crisis CJ emerged during a period when Professional Journalism faced a major crisis of ‘self-image’. The Demos report The Pro-Am Revolution (Leadbeater & Miller) popularised the notion of ‘professional amateurs’ which some CJ theorists adopt to strengthen their categorisation. In turn, this triggers a response from cultural theorists who fear bloggers are new media’s barbarians (Keen). I concede Leadbeater and Miller have identified an important category. However, how some CJ theorists then generalise from ‘Pro-Ams’ illustrates the danger of ‘weak’ theory referred to above. Leadbeater and Miller’s categorisation does not really include a counter-view on the strengths of professionals, as illustrated in humanistic consulting (Block), professional service firms (Maister; Maister, Green & Galford), and software development (McConnell). The signs of professionalism these authors mention include a commitment to learning and communal verification, mastery of a discipline and domain application, awareness of methodology creation, participation in mentoring, and cultivation of ethical awareness. Two key differences are discernment and quality of attention, as illustrated in how the legendary Hollywood film editor Walter Murch used Apple’s Final Cut Pro software to edit the 2003 film Cold Mountain (Koppelman). ‘Pro-Ams’ might not aspire to these criteria but Citizen Journalists shouldn’t throw out these standards, either. Doing so would be making the same mistake of overconfidence that technical analysts make against statistical arbitrageurs. Key processes—fact-checking, sub-editing and editorial decision-making—are invisible to the end-user, even if traceable in a blog or wiki publishing system, because of the judgments involved. One post-mortem insight from Assignment Zero was that these processes were vital to create the climate of authenticity and trust to sustain a Citizen Journalist community (Howe). CJ’s trouble with “objectivity” might also overlook some complexities, including the similarity of many bloggers to “noise traders” in financial markets and to op-ed columnists. Methodologies and reportage practices have evolved to deal with the objections that CJ proponents raise, from New Journalism’s radical subjectivity and creative non-fiction techniques (Wolfe & Johnson) to Precision Journalism that used descriptive statistics (Meyer). Finally, journalism frameworks could be updated with current research on how phenomenological awareness shapes our judgments and perceptions (Thompson). 8. Strategic Execution For me, one of CJ’s major weaknesses as a new media theory is its lack of “rich description” (Geertz) about the strategic execution of projects. As Disinfo.com site editor I encountered situations ranging from ‘denial of service’ attacks and spam to site migration, publishing systems that go offline, and ensuring an editorial consistency. Yet the messiness of these processes is missing from CJ theories and accounts. Theories that included this detail as “second-order interactions” (Carlile & Christensen 13) would offer a richer view of CJ. Many CJ and Web 2.0 projects fall into the categories of mini-projects, demonstration prototypes and start-ups, even when using a programming language such as Ajax or Ruby on Rails. Whilst the “bootstrap” process is a benefit, more longitudinal analysis and testing needs to occur, to ensure these projects are scalable and sustainable. For example, South Korea’s OhmyNews is cited as an exemplar that started with “727 citizen reporters and 4 editors” and now has “38,000 citizen reporters” and “a dozen editors” (Kolodzy 231). How does OhmyNews’s mix of hard and soft news change over time? Or, how does OhmyNews deal with a complex issue that might require major resources, such as security negotiations between North and South Korea? Such examples could do with further research. We need to go beyond “the vision thing” and look at the messiness of execution for deeper observations and counterintuitive correlations, to build new descriptive theories. 9. Future Research This essay argues that CJ needs re-evaluation. Its immediate legacy might be to splinter ‘journalism’ into micro-trends: Washington University’s Steve Boriss proclaims “citizen journalism is dead. Expert journalism is the future.” (Boriss; Mensching). The half-lives of such micro-trends demand new categorisations, which in turn prematurely feeds the theory-building cycle. Instead, future researchers could reinvigorate 21st century journalism if they ask deeper questions and return to the observation stage of building descriptive theories. In closing, below are some possible questions that future researchers might explore: Where are the “rich descriptions” of journalistic experience—“citizen”, “convergent”, “digital”, “Pro-Am” or otherwise in new media? How could practice-based approaches inform this research instead of relying on espoused theories-in-use? What new methodologies could be developed for CJ implementation? What role can the “heroic” individual reporter or editor have in “the swarm”? Do the claims about OhmyNews and other sites stand up to longitudinal observation? Are the theories used to justify Citizen Journalism’s normative stance (Rheingold; Surowiecki; Pesce) truly robust generalisations for strategic execution or do they reflect the biases of their creators? How could developers tap the conceptual dimensions of information technology innovation (Shasha) to create the next Facebook, MySpace or Wikipedia? References Argyris, Chris, and Donald Schon. Theory in Practice. San Francisco: Jossey-Bass Publishers, 1976. Barlow, Aaron. The Rise of the Blogosphere. Westport, CN: Praeger Publishers, 2007. Block, Peter. Flawless Consulting. 2nd ed. San Francisco, CA: Jossey-Bass/Pfeiffer, 2000. Boriss, Steve. “Citizen Journalism Is Dead. Expert Journalism Is the Future.” The Future of News. 28 Nov. 2007. 20 Feb. 2008 http://thefutureofnews.com/2007/11/28/citizen-journalism-is-dead- expert-journalism-is-the-future/>. Brooks, Jr., Frederick P. The Mythical Man-Month: Essays on Software Engineering. Rev. ed. 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Newsvine. “Msnbc.com Acquires Newsvine.” 7 Oct. 2007. 20 Feb. 2008 http://blog.newsvine.com/_news/2007/10/07/1008889-msnbccom- acquires-newsvine>. Niederhoffer, Victor, and Laurel Kenner. Practical Speculation. New York: John Wiley & Sons, 2003. Pearlstine, Norman. Off the Record: The Press, the Government, and the War over Anonymous Sources. New York: Farrar, Straus & Giroux, 2007. Pesce, Mark D. “Mob Rules (The Law of Fives).” The Human Network 28 Sep. 2007. 20 Feb. 2008 http://blog.futurestreetconsulting.com/?p=39>. Rheingold, Howard. Smart Mobs: The Next Social Revolution. Cambridge MA: Basic Books, 2002. Rosen, Jay. What Are Journalists For? Princeton NJ: Yale UP, 2001. Shasha, Dennis Elliott. Out of Their Minds: The Lives and Discoveries of 15 Great Computer Scientists. New York: Copernicus, 1995. Slywotzky, Adrian. Value Migration: How to Think Several Moves Ahead of the Competition. Boston, MA: Harvard Business School Press, 1996. 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“Journalists have to begin a new type of journalism, sometimes being the guide on the side of the civic conversation as well as the filter and gatekeeper.” (Kolodzy 218) “In many respects, citizen journalism is simply public journalism removed from the journalism profession.” (Barlow 181) 1. Citizen Journalism — The Latest Innovation? New Media theorists such as Dan Gillmor, Henry Jenkins, Jay Rosen and Jeff Howe have recently touted Citizen Journalism (CJ) as the latest innovation in 21st century journalism. “Participatory journalism” and “user-driven journalism” are other terms to describe CJ, which its proponents argue is a disruptive innovation (Christensen) to the agenda-setting media institutions, news values and “objective” reportage. In this essay I offer a “contrarian” view, informed by two perspectives: (1) a three-stage model of theory-building (Carlile & Christensen) to evaluate the claims made about CJ; and (2) self-reflexive research insights (Etherington) from editing the US-based news site Disinformation between November 1999 and February 2008. New media theories can potentially create “cognitive dissonance” (Festinger) when their explanations of CJ practices are compared with what actually happens (Feyerabend). First I summarise Carlile & Christensen’s model and the dangers of “bad theory” (Ghoshal). Next I consider several problems in new media theories about CJ: the notion of ‘citizen’, new media populism, parallels in event-driven and civic journalism, and mergers and acquisitions. Two ‘self-reflexive’ issues are considered: ‘pro-ams’ or ‘professional amateurs’ as a challenge to professional journalists, and CJ’s deployment in new media operations and production environments. Finally, some exploratory questions are offered for future researchers. 2. An Evaluative Framework for New Media Theories on Citizen Journalism Paul Carlile and Clayton M. Christensen’s model offers one framework with which to evaluate new media theories on CJ. This framework is used below to highlight select issues and gaps in CJ’s current frameworks and theories. Carlile & Christensen suggest that robust theory-building emerges via three stages: Descriptive, Categorisation and Normative (Carlile & Christensen). There are three sub-stages in Descriptive theory-building; namely, the observation of phenomena, inductive classification into schemas and taxonomies, and correlative relationships to develop models (Carlile & Christensen 2-5). Once causation is established, Normative theory evolves through deductive logic which is subject to Kuhnian paradigm shifts and Popperian falsifiability (Carlile & Christensen 6). Its proponents situate CJ as a Categorisation or new journalism agenda that poses a Normative challenged and Kuhnian paradigm shift to traditional journalism. Existing CJ theories jump from the Descriptive phase of observations like “smart mobs” in Japanese youth subcultures (Rheingold) to make broad claims for Categorisation such as that IndyMedia, blogs and wiki publishing systems as new media alternatives to traditional media. CJ theories then underpin normative beliefs, values and worldviews. Correlative relationships are also used to differentiate CJ from the demand side of microeconomic analysis, from the top-down editorial models of traditional media outlets, and to adopt a vanguard stance. To support this, CJ proponents cite research on emergent collective behaviour such as the “wisdom of crowds” hypothesis (Surowiecki) or peer-to-peer network “swarms” (Pesce) to provide scientific justification for their Normative theories. However, further evaluative research is needed for three reasons: the emergent collective behaviour hypothesis may not actually inform CJ practices, existing theories may have “correlation not cause” errors, and the link may be due to citation network effects between CJ theorists. Collectively, this research base also frames CJ as an “ought to” Categorisation and then proceeds to Normative theory-building (Carlile & Christensen 7). However, I argue below that this Categorisation may be premature: its observations and correlative relationships might reinforce a ‘weak’ Normative theory with limited generalisation. CJ proponents seem to imply that it can be applied anywhere and under any condition—a “statement of causality” that almost makes it a fad (Carlile & Christensen 8). CJ that relies on Classification and Normative claims will be problematic without a strong grounding in Descriptive observation. To understand what’s potentially at stake for CJ’s future consider the consider the parallel debate about curricula renewal for the Masters of Business Administration in the wake of high-profile corporate collapses such as Enron, Worldcom, HIH and OneTel. The MBA evolved as a sociological and institutional construct to justify management as a profession that is codified, differentiated and has entry barriers (Khurana). This process might partly explain the pushback that some media professionals have to CJ as one alternative. MBA programs faced criticism if they had student cohorts with little business know-how or experiential learning (Mintzberg). Enron’s collapse illustrated the ethical dilemmas and unintended consequences that occurred when “bad theories” were implemented (Ghoshal). Professional journalists are aware of this: MBA-educated managers challenged the “craft” tradition in the early 1980s (Underwood). This meant that journalism’s ‘self-image’ (Morgan; Smith) is intertwined with managerial anxieties about media conglomerates in highly competitive markets. Ironically, as noted below, Citizen Journalists who adopt a vanguard position vis-a-vis media professionals step into a more complex game with other players. However, current theories have a naïve idealism about CJ’s promise of normative social change in the face of Machiavellian agency in business, the media and politics. 3. Citizen Who? Who is the “citizen” in CJ? What is their self-awareness as a political agent? CJ proponents who use the ‘self-image’ of ‘citizen’ draw on observations from the participatory vision of open source software, peer-to-peer networks, and case studies such as Howard Dean’s 2004 bid for the Democrat Party nominee in the US Presidential election campaign (Trippi). Recent theorists note Alexander Hamilton’s tradition of civic activism (Barlow 178) which links contemporary bloggers with the Federalist Papers and early newspaper pamphlets. One unsurfaced assumption in these observations and correlations is that most bloggers will adopt a coherent political philosophy as informed citizens: a variation on Lockean utilitarianism, Rawlsian liberalism or Nader consumer activism. To date there is little discussion about how political philosophy could deepen CJ’s ‘self-image’: how to critically evaluate sources, audit and investigation processes, or strategies to deal with elites, deterrence and power. For example, although bloggers kept Valerie Plame’s ‘outing’ as a covert intelligence operative highly visible in the issues-attention cycle, it was agenda-setting media like The New York Times who the Bush Administration targeted to silence (Pearlstine). To be viable, CJ needs to evolve beyond a new media populism, perhaps into a constructivist model of agency, norms and social change (Finnemore). 4. Citizen Journalism as New Media Populism Several “precursor trends” foreshadowed CJ notably the mid-1990s interest in “cool-hunting” by new media analysts and subculture marketeers (Gibson; Gladwell). Whilst this audience focus waned with the 1995-2000 dotcom bubble it resurfaced in CJ and publisher Tim O’Reilly’s Web 2.0 vision. Thus, CJ might be viewed as new media populism that has flourished with the Web 2.0 boom. Yet if the boom becomes a macroeconomic bubble (Gross; Spar) then CJ could be written off as a “silver bullet” that ultimately failed to deliver on its promises (Brooks, Jr.). The reputations of uncritical proponents who adopted a “true believer” stance would also be damaged (Hoffer). This risk is evident if CJ is compared with a parallel trend that shares its audience focus and populist view: day traders and technical analysts who speculate on financial markets. This parallel trend provides an alternative discipline in which the populism surfaced in an earlier form (Carlile & Christensen 12). Fidelity’s Peter Lynch argues that stock pickers can use their Main Street knowledge to beat Wall Street by exploiting information asymmetries (Lynch & Rothchild). Yet Lynch’s examples came from the mid-1970s to early 1980s when indexed mutual fund strategies worked, before deregulation and macroeconomic volatility. A change in the Web 2.0 boom might similarly trigger a reconsideration of Citizen Journalism. Hedge fund maven Victor Niederhoffer contends that investors who rely on technical analysis are practicing a Comtean religion (Niederhoffer & Kenner 72-74) instead of Efficient Market Hypothesis traders who use statistical arbitrage to deal with ‘random walks’ or Behavioural Finance experts who build on Amos Tversky and Daniel Kahneman’s Prospect Theory (Kahneman & Tversky). Niederhoffer’s deeper point is that technical analysts’ belief that the “trend is your friend” is no match for the other schools, despite a mini-publishing industry and computer trading systems. There are also ontological and epistemological differences between the schools. Similarly, CJ proponents who adopt a ‘Professional Amateur’ or ‘Pro-Am’ stance (Leadbeater & Miller) may face a similar gulf when making comparisons with professional journalists and the production environments in media organisations. CJ also thrives as new media populism because of institutional vested interests. When media conglomerates cut back on cadetships and internships CJ might fill the market demand as one alternative. New media programs at New York University and others can use CJ to differentiate themselves from “hyperlocal” competitors (Christensen; Slywotzky; Christensen, Curtis & Horn). This transforms CJ from new media populism to new media institution. 5. Parallels: Event-driven & Civic Journalism For new media programs, CJ builds on two earlier traditions: the Event-driven journalism of crises like the 1991 Gulf War (Wark) and the Civic Journalism school that emerged in the 1960s social upheavals. Civic Journalism’s awareness of minorities and social issues provides the character ethic and political philosophy for many Citizen Journalists. Jay Rosen and others suggest that CJ is the next-generation heir to Civic Journalism, tracing a thread from the 1968 Chicago Democratic Convention to IndyMedia’s coverage of the 1999 “Battle in Seattle” (Rosen). Rosen’s observation could yield an interesting historiography or genealogy. Events such as the Southeast Asian tsunami on 26 December 2004 or Al Qaeda’s London bombings on 7 July 2005 are cited as examples of CJ as event-driven journalism and “pro-am collaboration” (Kolodzy 229-230). Having covered these events and Al Qaeda’s attacks on 11th September 2001, I have a slightly different view: this was more a variation on “first responder” status and handicam video footage that journalists have sourced for the past three decades when covering major disasters. This different view means that the “salience of categories” used to justify CJ and “pro-am collaboration” these events does not completely hold. Furthermore, when Citizen Journalism proponents tout Flickr and Wikipedia as models of real-time media they are building on a broader phenomenon that includes CNN’s Gulf War coverage and Bloomberg’s dominance of financial news (Loomis). 6. The Mergers & Acquisitions Scenario CJ proponents often express anxieties about the resilience of their outlets in the face of predatory venture capital firms who initiate Mergers & Acquisitions (M&A) activities. Ironically, these venture capital firms have core competencies and expertise in the event-driven infrastructure and real-time media that CJ aspires to. Sequoia Capital and other venture capital firms have evaluative frameworks that likely surpass Carlile & Christensen in sophistication, and they exploit parallels, information asymmetries and market populism. Furthermore, although venture capital firms such as Union Street Ventures have funded Web 2.0 firms, they are absent from the explanations of some theorists, whose examples of Citizen Journalism and Web 2.0 success may be the result of survivorship bias. Thus, the venture capital market remains an untapped data source for researchers who want to evaluate the impact of CJ outlets and institutions. The M&A scenario further problematises CJ in several ways. First, CJ is framed as “oppositional” to traditional media, yet this may be used as a stratagem in a game theory framework with multiple stakeholders. Drexel Burnham Lambert’s financier Michael Milken used market populism to sell ‘high-yield’ or ‘junk’ bonds to investors whilst disrupting the Wall Street establishment in the late 1980s (Curtis) and CJ could fulfil a similar tactical purpose. Second, the M&A goal of some Web 2.0 firms could undermine the participatory goals of a site’s community if post-merger integration fails. Jason Calacanis’s sale of Weblogs, Inc to America Online in 2005 and MSNBC’s acquisition of Newsvine on 5 October 2007 (Newsvine) might be success stories. However, this raises issues of digital “property rights” if you contribute to a community that is then sold in an M&A transaction—an outcome closer to business process outsourcing. Third, media “buzz” can create an unrealistic vision when a CJ site fails to grow beyond its start-up phase. Backfence.com’s demise as a “hyperlocal” initiative (Caverly) is one cautionary event that recalls the 2000 dotcom crash. The M&A scenarios outlined above are market dystopias for CJ purists. The major lesson for CJ proponents is to include other market players in hypotheses about causation and correlation factors. 7. ‘Pro-Ams’ & Professional Journalism’s Crisis CJ emerged during a period when Professional Journalism faced a major crisis of ‘self-image’. The Demos report The Pro-Am Revolution (Leadbeater & Miller) popularised the notion of ‘professional amateurs’ which some CJ theorists adopt to strengthen their categorisation. In turn, this triggers a response from cultural theorists who fear bloggers are new media’s barbarians (Keen). I concede Leadbeater and Miller have identified an important category. However, how some CJ theorists then generalise from ‘Pro-Ams’ illustrates the danger of ‘weak’ theory referred to above. Leadbeater and Miller’s categorisation does not really include a counter-view on the strengths of professionals, as illustrated in humanistic consulting (Block), professional service firms (Maister; Maister, Green & Galford), and software development (McConnell). The signs of professionalism these authors mention include a commitment to learning and communal verification, mastery of a discipline and domain application, awareness of methodology creation, participation in mentoring, and cultivation of ethical awareness. Two key differences are discernment and quality of attention, as illustrated in how the legendary Hollywood film editor Walter Murch used Apple’s Final Cut Pro software to edit the 2003 film Cold Mountain (Koppelman). ‘Pro-Ams’ might not aspire to these criteria but Citizen Journalists shouldn’t throw out these standards, either. Doing so would be making the same mistake of overconfidence that technical analysts make against statistical arbitrageurs. Key processes—fact-checking, sub-editing and editorial decision-making—are invisible to the end-user, even if traceable in a blog or wiki publishing system, because of the judgments involved. One post-mortem insight from Assignment Zero was that these processes were vital to create the climate of authenticity and trust to sustain a Citizen Journalist community (Howe). CJ’s trouble with “objectivity” might also overlook some complexities, including the similarity of many bloggers to “noise traders” in financial markets and to op-ed columnists. Methodologies and reportage practices have evolved to deal with the objections that CJ proponents raise, from New Journalism’s radical subjectivity and creative non-fiction techniques (Wolfe & Johnson) to Precision Journalism that used descriptive statistics (Meyer). Finally, journalism frameworks could be updated with current research on how phenomenological awareness shapes our judgments and perceptions (Thompson). 8. Strategic Execution For me, one of CJ’s major weaknesses as a new media theory is its lack of “rich description” (Geertz) about the strategic execution of projects. As Disinfo.com site editor I encountered situations ranging from ‘denial of service’ attacks and spam to site migration, publishing systems that go offline, and ensuring an editorial consistency. Yet the messiness of these processes is missing from CJ theories and accounts. Theories that included this detail as “second-order interactions” (Carlile & Christensen 13) would offer a richer view of CJ. Many CJ and Web 2.0 projects fall into the categories of mini-projects, demonstration prototypes and start-ups, even when using a programming language such as Ajax or Ruby on Rails. Whilst the “bootstrap” process is a benefit, more longitudinal analysis and testing needs to occur, to ensure these projects are scalable and sustainable. For example, South Korea’s OhmyNews is cited as an exemplar that started with “727 citizen reporters and 4 editors” and now has “38,000 citizen reporters” and “a dozen editors” (Kolodzy 231). How does OhmyNews’s mix of hard and soft news change over time? Or, how does OhmyNews deal with a complex issue that might require major resources, such as security negotiations between North and South Korea? Such examples could do with further research. We need to go beyond “the vision thing” and look at the messiness of execution for deeper observations and counterintuitive correlations, to build new descriptive theories. 9. Future Research This essay argues that CJ needs re-evaluation. Its immediate legacy might be to splinter ‘journalism’ into micro-trends: Washington University’s Steve Boriss proclaims “citizen journalism is dead. Expert journalism is the future.” (Boriss; Mensching). The half-lives of such micro-trends demand new categorisations, which in turn prematurely feeds the theory-building cycle. Instead, future researchers could reinvigorate 21st century journalism if they ask deeper questions and return to the observation stage of building descriptive theories. In closing, below are some possible questions that future researchers might explore: Where are the “rich descriptions” of journalistic experience—“citizen”, “convergent”, “digital”, “Pro-Am” or otherwise in new media?How could practice-based approaches inform this research instead of relying on espoused theories-in-use?What new methodologies could be developed for CJ implementation?What role can the “heroic” individual reporter or editor have in “the swarm”?Do the claims about OhmyNews and other sites stand up to longitudinal observation?Are the theories used to justify Citizen Journalism’s normative stance (Rheingold; Surowiecki; Pesce) truly robust generalisations for strategic execution or do they reflect the biases of their creators?How could developers tap the conceptual dimensions of information technology innovation (Shasha) to create the next Facebook, MySpace or Wikipedia? References Argyris, Chris, and Donald Schon. Theory in Practice. 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Lorri Neilsen, whose feature article appears in this edition of M/C Journal, is Professor of Education at Mount Saint Vincent University in Halifax, Nova Scotia, Canada. Neilsen has been teaching and researching in literacy studies for more than four decades. She is internationally recognised as a poet and as an arts-based research methodologist specialising in lyric inquiry. In the latter half of this last decade she was appointed for a five year term to be the Poet Laureate for Nova Scotia. As an academic, she has published widely under the name of Lorri Neilsen; as a poet, she uses Lorri Neilsen Glenn. In this article I refer to her as Neilsen. This article reflects specifically on the poetics and the politics of the work of poet-scholar Lorri Neilsen. In doing so, it explores the theme of catastrophe in several senses. Firstly, it introduces the reader to the poetic articulations of the everyday catastrophes of grief and loss found in Neilsen’s recent work. Secondly, it uses Neilsen’s work on grief and loss to draw attention to a rarely recognised scholarly catastrophe: the catastrophe of the methodological divide between the humanities and the social sciences that runs the risk of creating, for the social sciences, a limiting and limited approach to research project design, knowledge production, and relationships between researchers and subjects, to which Lorri Neilsen’s ground-breaking use of lyric inquiry is a response. And thirdly, it alerts us to the need to fight to retain the arts and humanities within universities, in order to avoid a scholarly catastrophe of a different order. In undertaking this exploration, the article uses several terms with which some readers of M/C Journal might not be familiar. Research literacies is a term used to signal capacity and fluency in the understanding and use of research methodologies. Arts-based inquiry is the umbrella term used by researchers using their creative practice in the arts—in writing, theatre performance, visual arts, music, dance, movement—to lead them into new insights into the topic under investigation. This work is frequently embodied and sensuous. So, for example, the understanding of anorexia might be deepened by a dance performance or a series of paintings or a musical score devised in response to work with research participants; or, as I argue here, understandings of the everyday catastrophes of grief and loss might be deepened by the writing of poetry or expressive prose that uncovers nuance and sheds light in ways not possible using the more traditional research methodologies available to social scientists. Lyric inquiry, a sub-set of arts-based inquiry, is Neilsen’s own term for a research methodology that uses writing itself as the research tool, and whose hallmark is embodied language expressed as poem, song, or poetic prose, to “create the possibility of a resonant, ethical, engaged relationship between the knower and the known” (Handbook 94).This article, then, reflects on the research work of Lorri Neilsen. In this article I use Neilsen’s responses to grief and loss as the starting point to follow her journey from the early days of her involvement in literacy research to her present enchantment with arts-based inquiry in literacy and social science research. I outline her writing on research literacies, explore her notion of lyric inquiry as a crucial facet of arts-based research, and conclude with examples of her poetry born of creative reflection on what we might call everyday catastrophes. Ultimately I argue the need to avoid a scholarly catastrophe of a different order from those Neilsen explores, through the continued recognition of the crucial place of the arts in academic institutions.I open with excerpts from a piece in Lorri Neilsen’s collection, Threading Light, published in 2011. This piece, The Sea, written out of the grief of losing her aged mother, is one I find most moving. It begins: Days later—a week, a month, hard to tell—sun comes out of drizzle and ice and fog and snow showers, ripping open a bright day. Snow-mounded. If you were a kid, you’d look for your sled. He is sure the box of wrenches is in the cabin, and you know a drive to the country is better than another day in bed with Kleenex and a hacking cough, hiding a flayed heart, and pouring CBC into your ears around the clock. (104) The two figures in the piece, he and she, head south to their seaside cabin. They take a walk beside an ice-covered seashore.Today, you step carefully because of ice, and what you find catches your breath. For a brief moment you have escaped the grizzly claws of grief ripping at your chest. You are kneeling on the ice, touching the frosted edges of kelp and weeds, slimy umber and sienna, and putrid green growths that slurp in and out most of the year, but here, now, are stunned, immobile, impaled on the rocks by the cold. Desire is a feral animal; let it loose, it will seek beauty. You point out to each other tableaus: rimming white, translucent blues and greens, coppered plants flash-frozen, fringed by crystalline tatters. A Burtynsky, you think, but not man-made. This is life’s ebb, as Tu Fu wrote. The ocean’s winter verge. Death’s magnificent intaglio. Your fingers follow the lines of kelp: these things once lived, and moved. Take the long view, maybe they still do. You pause to sit on a cold rock and look at the sky; for a moment you are back beside her body, that last morning, your fingers on cooling flesh. Then, water, the sound of waves. Presence. You look up. He has found one periwinkle fused to a rock, then another. Several more. He places them in your hand, one by one, each dark brown ball with its own scurf of ice that gives off the smallest breath of mist as it touches the heat of your palm. Each a small jolt. This is what the sea creates while you are busy with your own tides: precise cups of glossy perfection with curves like a blues howl that open your heart, craning for light. (Threading Light 104–5)One of the things I appreciate most about Lorri Neilsen’s lyric work is her capacity to hold the miniscule simultaneously with the universal; a flash of insight under the arc of a timeless sky. “Smaller than small; larger than large,” write the Hindu prophets (Upanishads). “This is what the sea creates while you are busy with your own tides,” she writes, and in that moment of reading I am jolted into an awareness of the contours of grief that no amount of social scientific observation could provide: an awareness of the nature of self-absorption and inward focus so intense that even the most inevitable of natural rhythms—the ocean’s tides—are forgotten: forgotten, that is, until the protagonist is shaken awake again, by exquisite beauty, into a new kind of response-ability to the world. Lorri Neilsen’s feature article in this edition of M/C creates layer upon layer of insights exploring the notion that loss, an everyday catastrophe, involves a turning inside-out, a jolting into a new sense of self, or a propulsion out of an old, restrictive one; and that inevitably it propels us headlong into a state of living in the moment, of being present to what is, rather than distantly taking stock of what we have. As I ponder this experience, as a reader of her work, I re-experience that moment of stasis:physiologically we all know that experience of time suspended after shock, time inexplicably, irrationally, standing still. But what Neilsen has done so successfully as a poet-scholar, in my view, is not simply find words to express this turning inside out as poetry. Additionally, she has claimed the moment of poetic insight as a crucial form of knowledge-making that has a central and necessary place in illuminating our social worlds. This claim has far-reaching political significance for social science researchers, introducing, as it does, a re-invigorated understanding of the very concept of research:Research [she tells us] is not only the creation of products to market at the academic fair; research is the process of learning through the words, actions and revisionings of our daily life. […] Research is the attuned mind/body working purposefully to explore, to listen, to support, to transgress, to gather with care, to create, to disrupt, to offer back, to contribute, sometimes all at once […] Inquiry is praxis that cannot be boxed up and delivered: it is a story with no ending. (Knowing 264) Neilsen’s particular fascination is with lyric inquiry which she claims as political, poetic, and sustaining of the individual and the larger world: It has the capacity to develop voice and agency in both researcher and participant; it foregrounds conceptual and philosophical processes marked by metaphor, resonance and liminality; and it reunites us with the vivifying effects of imagination and beauty – those long-forgotten qualities that add grace and wisdom to public discourse. (Knowing 101)So what has led her here, to that place where lyric inquiry forms the basis of her engagement with the knowledge-making endeavour in the academy and beyond? As a feminist scholar fascinated by biography, by life writing and story, I find myself drawn as much towards the story of Neilsen’s evolution as a poet-scholar as to the work itself. How has she come to an awareness of the need to create new ways of doing research? What has she uncovered here about the ethics and the politics of doing research in the social world? As I read her work I become aware that her current desire to dance at the edge of the conventional research world has been driven as much by a series of professional catastrophes as by an underpinning desire for methodological innovation. Neilsen herself explores these issues in her 1998 collection of academic essays, called Knowing Her Place: Research Literacies and Feminist Occasions. There are several threads weaving their way through this account of a young academic researcher and scholar finding her way into a larger, wiser, more resonant space: there’s the story of the young graduate student learning the language of and experiencing the perpetual isolation of disembodied fact-finding statistically resonant research into literacy; there’s the story of the young mother juggling academic life and research and parenting, wanting to make sense to the teaching research participants she is working with, wanting to close the gap between the public and the private worlds, wanting to spend time with her partner and her two sons, especially her second son whose birth could have been a catastrophe but whose gentle ways of being in the world gifted them all with the desire to slow down, to see afresh; and, later, there’s the story of the mature woman whose impulse is to community and to solitude, to living with a generosity of spirit that takes seriously the intertwining of her poetic life and her academic and everyday worlds. Interwoven with these stories is the story of writing itself: here we find the formal disembodied writing of Western scientific research practices; here now is collectivist writing generated at kitchen tables, in community centres, in schools; here now is every mode of writing that evokes nuance and explores the senses; and here now too is the research writing that privileges response-ability, scholartistry, bodily sensation, reciprocity, engagement with the world.Neilsen’s account of this journey begins when, as a young postgraduate student doing research into literacy, she learned the language of statistical significance to measure syntactic complexity, noting, as she wrote up her MA, the distance between the language she had learned and the everyday language of the classroom teachers the research was meant to inform. The emphasis of this early research was on removing language from its context, isolating components of language for scrutiny, making findings that were replicable. In time she came to see this kind of knowledge-making as dry, limited, rule-bound, androcentric. From this disengaged, disembodied place she moved, over decades, into a space where compassion, wisdom, humility, and wonder combine to locate her as researcher who understands, alongside researcher David Smith, that “writing is a holy act, an articulation of limited understanding” (qtd. in Neilsen, Knowing 119). In an echo of Luce Irigaray’s insistence that the research and writing we do as fully alive feminist scholars will link the celestial and the terrestrial, the horizontal, and the vertical, and in a further echo of Helene Cixous’ claim that when writing from the body, “an opera inhabits me” (Cixous 53), Neilsen writes unabashedly of the metaphysical nature of her research world: Artful living, artful writing, connecting with a purpose to help each other transcend and grow through inquiry. Connection, embodiment, transformation, transcendence. All these expressions tap spiritual chords […] But if inquiry is to transcend the destructive circumstances of our lifeworlds, if its purpose is to make a difference, not a career, we cannot avoid using words such as vision, spirit, humanity, soul. Interest in metaphysical perspectives is not new in feminist circles, but is IS new in conventional research communities where the intangible, the deeply disturbing and consciousness-awakening dimensions of life are compartmentalized, reserved […] for a walk by the ocean, for the rare meditative times of our lives, if we find them at all […] But (she concludes) the awareness that we know when we live in the eternal present […] is an awareness full of tremendous power, and, ultimately, hope. (Knowing 280)In the final chapter of this 1998 text outlining her journey into research literacies, called Notes on Painting Ghosts and Writing the Poetry Report: Some Things I know But Not For Certain, Lorri Neilsen writes confidently against the grain of what she sees as the limits of androcentric research practices: Everything we know is at once out there and in here […] My place is to apprentice myself to the world, to paraphrase Merleau-Ponty, not in subservience and compliance, as the androcentric practices we have followed would keep me, but in reciprocity, curiosity and response-ability. What we must seek are the transgressive experiences and the fresh words which reveal us, in Annie Dillard’s words, ‘startlingly to ourselves as creatures set down bewildered’. (qtd. in Neilsen, Knowing 261)And in a gesture that I find heartwarming, she writes of the impact of being scooped up into a collective research-making endeavour, of belonging to a community of scholars (including poet-sociologists Laurel Richardson and Trinh T. Minh-ha) whose research agenda is to expand the ways we might know, to reflect the fullness and richness and complexity of the research endeavour itself, and, in so doing, of human experience: Time and enculturation have combined to make inquiry a terrain where I live, rather than a place I visit on occasion.Inquiry is less a stance and more an intentional gesture, a re-bodied approach to working with people, particularly women, on projects which matter to them locally and globally. Inquiry is a conspiracy, a breathing together, for which we need the conditions of being together and sharing a climate, or air, for breathing. Inquiry values difference, rather than fearing it, sees contiguity or complementarity as necessary for working together without suppressing our diversity. (Knowing 262) Hers is no airy-fairy disengaged mood-making endeavour. It is decidedly political: the inclination is to openness and growth, to take risks, to create critical spaces[…] When we make the assumptions of the norms of research problematic, we make the assumptions and the norms of life together on this planet problematic as well. We begin to dismantle the Western knowledge project, and we begin to learn a fundamental humility. Expanding our research literacies keeps us full of wonder, in spite of the shakey ground and the shadows. We can learn more when our pen is a tool of discovery, not domination.And her focus is ever on the artistry of research practices: The ontological and epistemological waters in which these [research] literacies continue to develop are social, political, ecological [...] Re-imagining inquiry is re-imagining ways to work with people and ideas which keep us, like the painter, the dancer, and the performance artist, watchfully poised, momentarily still, and yet fluidly in motion. (Knowing 263)In summary, then, the kind of writing that accompanies the research methodology that Lorri Neilsen has created cuts across the notion of knowledge as product, commodity, trump card. Knowing [for Neilsen] is an experience of immersion and expression rather than one of gathering data only to advance an argument […] A reader does not take away three key points or five examples. A reader comes away with the resonance of another’s world…our senses stimulated, our spirit and emotions affected. (Knowing 96) This kind of writing emerges from her desires to create a resonant, embodied, ethical, activist, feminist-honouring, and collaborative way to grapple with the nuance of human experience. This she calls lyric inquiry. Lyric inquiry sits on the margins, inhabits the liminal spaces, “places where we perceive patterns in new ways, find sensuous openings into new understandings, fresh concepts, wild possibilities” (Knowing 98). In her chapter on lyric inquiry in the 2008 Sage Handbook of the Arts in Qualitative Research, Neilsen argues that lyric inquiry leans on no other mode of enquiry: it stands on its own, resonant and expressive, inviting fresh ways to see, read, consider experience. Unlike the narrative enquiry that currently popularly accompanies much social science research in order to bolster an argument, or illustrate a point being made in policy formulation or discussion (Hopkins), lyric inquiry adopts its own mode, its own performative spaces. It’s a heady concept and, I would argue, a brave contribution to the repertoire of qualitative arts-based research methodologies.For me Lorri Neilsen’s stance as poet, writer, researcher, woman, is beautifully captured in her piece from Threading Light which she has titled Writing has always felt like praying. Here we glimpse the lives of four figures: the Buddha, Muhammad, Jesus Christ, and the poet herself, each responding to catastrophe of sorts: Gotama saw the face of his infant son and sleeping wife,shaved his head and beard, put on his yellow robe, andleft without saying good-bye. Duties, possessions,ties of the heart: all dustweighing down his soul. He walked and walked,seeking a life wide open, complete and pure as polished shell.In a cave away from the fray of Mecca, vendettas,and a world soured by commerce, Muhammadshook as the words of a new scripturecame to him. Surrendered himselfto its beauty, singing and weeping verse by verse, year by yearfor twenty-one years.Of course you remember the man from Galileewho carried on his back the very wood on whichhis blood was spilled. How he pushed back the rockfrom the front of the cave and – this is gospel –ascended, emptied of self and full of god, returningnow in offerings of bread and wine.I pace back and forth on a cliff above the unknowable, luredby slippery and maverick tales that call forth terror, crackthe earth, shatter my bones with light. I have no needto verify old brown marks of stigmata, translate Coptic fragments.A burlap robe on display in the cold stone air of the Church of Santa Croceis inscrutable: it tells me only that my body is a ragged garmentand will be discarded too.But here, now, I am ready as a tuned stringto witness what is ravenous, mythic. Here I am holy, misbegotten,gossip on the lips of the gods, forgotten by the time the cupsare washed and put away. So I start as I start every day,cobbling a makeshift pulpit, casting for truths as they are given me:Man, woman, child, sun, moon, breath, tears,Stone, sand, sea. (Threading Light 102–3) It is ironic that the kind of research that Neilsen advocates, research that draws specifically on the arts to create new methodologies for the uncovering of topics traditionally explored by the social sciences, is being developed at precisely that moment when university arts departments around the world are being dismantled, and their value questioned (See Cohen, NY Times; Donoghue, Chronicle of Higher Education; Kitcher, Republic). As I indicated at the beginning of the article, I use this homage to Lorri Neilsen and her work to make the broader point that we lose the arts and the humanities in our universities at our peril. It’s not just that the arts are a pleasant addition, a ruffle on the edge of the serious straight-tailored cut of the research garment: rather, as Neilsen has argued throughout her research and writing career, the arts are central to our survival as a response-able, interactive, creative, thoughtful species. To turn our back on the arts in contemporary research practices is already a dangerous erosion, a research and knowledge-making catastrophe which Neilsen’s lyric inquiry seeks to address: to lose the arts from universities altogether would be a catastrophe of a much higher order. References Cohen, Patricia. “In Tough Times, the Humanities Must Justify Their Worth”. New York Times. 24 Feb. 2009. Cixous, Helene. Coming to Writing and Other Essays. Ed. Deborah Jensen. Cambridge: Harvard University Press, 1991.Dillard, Annie. The Writing Life. New York: Harper & Row, 1993. Donoghue, Frank. “Can the Humanities Survive the 21st Century?” The Chronicle of Higher Education. 5 Sep. 2010. 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Richardson, Laurel. “The Consequences of Poetic Representation: Writing the Self and Writing the Other.” Investigating Subjectivity: Windows on Lived Experience. Eds. Carolyn Ellis and Michael Flaherty. Newbury Park: Sage, 1992. 125-140. Richardson, Laurel. “Writing: A Method of Inquiry.” Handbook of Qualitative Research. Eds. Norman K. Denzin and Yvonna. S. Lincoln. Thousand Oaks: Sage, 1994. 959-978.Trinh, T. Minh-ha. Woman, Native, Other. Bloomington and Indianapolis: Indiana University Press, 1989.