نتائج البحث - "Jennifer Rowsell"

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دورية أكاديمية

EDITORIAL: WHAT SHELFIES CAN TELL US ABOUT PANDEMIC LIFE

المؤلفون: Yasemin Allsop, Ekaterina Rzyankina, Sumin Zhao, Jennifer Rowsell

المصدر: Digital Culture & Education, Vol 14, Iss 2, Pp 1-4 (2022)

مصطلحات موضوعية: Education (General), L7-991, Information technology, T58.5-58.64

الوصف: There are two stories to tell in this multimodal special issue of Digital Culture and Education. One story involves a group of female academics in need of inspiration during pandemic days who decided to produce a multimodal special issue. The other story is a colourful whistle-stop tour of public and private shelves. The through-line connecting both stories is Covid lives lived over a multitude days and ways framed by objects, rites, restrictions interspersed with nature walks, YouTube yoga, and cats on keyboards. Shimmering, fragile, and captive, pandemic life remains in our minds and hearts forever. This issue visualises these extraordinary moments through shelves of all sorts, shapes, and sizes

وصف الملف: electronic resource

Relation: https://www.digitalcultureandeducation.com/volume-14-2-papers/allsop-2022; https://doaj.org/toc/1836-8301

URL الوصول: https://doaj.org/article/d367d162bf364305bed983d29d6e437f

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دورية أكاديمية

ALONE-TOGETHER: SHELVES AS INTERGENERATIONAL MAPS OF SENSE-LADEN, RELATIONAL, MULTIMODAL PEDAGOGIES

المؤلفون: Mark Shillitoe, Harriet Hand, Jennifer Rowsell

المصدر: Digital Culture & Education, Vol 14, Iss 2, Pp 5-17 (2022)

مصطلحات موضوعية: mapping, multimodality, multisensory, shelfies, relational, pedagogy, Education (General), L7-991, Information technology, T58.5-58.64

الوصف: Engaging with the concept of sensory shelfies, this essay exhibits how children and adults move across and between sounds, images and objects to make meaning and to tell stories. We glance beyond boundaries and imagine the notion of the shelf as an ongoing mapping of self where layers of experience enmesh and superimpose, and where our sense of self unfolds in the in-between, liminal spaces. These twelve shelves multimodally depict the porosity and fissures that opened up as we moved fluidly between online-offline spaces alone-together. Putting into practice an experimental and speculative approach to our research (Truman et al, 2020; Springgay and Truman, 2018), we argue for these methods as pedagogies that engage with the dynamic complexity of spaces of self. The point of departure for this research

وصف الملف: electronic resource

Relation: https://www.digitalcultureandeducation.com/volume-14-2-papers/shillitoe-2022; https://doaj.org/toc/1836-8301

URL الوصول: https://doaj.org/article/97f5baee87654e8490136699a5a134e6

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دورية أكاديمية

FRAMING IDENTITIES USING SHELFIES: BRIDGING PRIVATE AND PROFESSIONAL SPACES

المؤلفون: Yasemin Allsop, Ekaterina Rzyankina, Natalia Kucirkova, Jennifer Rowsell, Janina Wildfeuer, Sumin Zhao

المصدر: Digital Culture & Education, Vol 14, Iss 2, Pp 27-36 (2022)

مصطلحات موضوعية: shelfies, visual analysis, personal and professional identities, materiality, social space, Education (General), L7-991, Information technology, T58.5-58.64

الوصف: This visual essay investigated how material objects frame and represent our self and identity, specifically focusing on curating different parts of identity through objects on bookshelves in online spaces. For the purpose of this study, a mixed method methodology was adopted where data was collected through semi-structured interviews and visual analysis (audio/video). There were six participants in this study who are academics from different higher education institutions with a wide range of research interests. The interviews were administered by the participants in pairs via an online platform and the video calls were recorded for data analysis purposes. The data analysis showed that shelfies reveal a specific place of our working environment in very concrete materiality, yet they also contain references to the invisible non-representational side of the social spaces that we interact with. It was clear from the findings that both parts of our identities (personal and professional) were portrayed in shelfies through the use of different materials and objects which were arranged in different styles.

وصف الملف: electronic resource

Relation: https://www.digitalcultureandeducation.com/volume-14-2-papers/allsop-etal-2022; https://doaj.org/toc/1836-8301

URL الوصول: https://doaj.org/article/13f653b3d4e9482aac4aff0276704211

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دورية أكاديمية

Diverse perspectives on interdisciplinarity from Members of the College of the Royal Society of Canada

المؤلفون: Steven J. Cooke, Vivian M. Nguyen, Dimitry Anastakis, Shannon D. Scott, Merritt R. Turetsky, Alidad Amirfazli, Alison Hearn, Cynthia E. Milton, Laura Loewen, Eric E. Smith, D. Ryan Norris, Kim L. Lavoie, Alice Aiken, Daniel Ansari, Alissa N. Antle, Molly Babel, Jane Bailey, Daniel M. Bernstein, Rachel Birnbaum, Carrie Bourassa, Antonio Calcagno, Aurélie Campana, Bing Chen, Karen Collins, Catherine E. Connelly, Myriam Denov, Benoît Dupont, Eric George, Irene Gregory-Eaves, Steven High, Josephine M. Hill, Philip L. Jackson, Nathalie Jette, Mark Jurdjevic, Anita Kothari, Paul Khairy, Sylvie A. Lamoureux, Kiera Ladner, Christian R. Landry, François Légaré, Nadia Lehoux, Christian Leuprecht, Angela R. Lieverse, Artur Luczak, Mark L. Mallory, Erin Manning, Ali Mazalek, Stuart J. Murray, Lenore L. Newman, Valerie Oosterveld, Patrice Potvin, Sheryl Reimer-Kirkham, Jennifer Rowsell, Dawn Stacey, Susan L. Tighe, David J. Vocadlo, Anne E. Wilson, Andrew Woolford

المصدر: FACETS, Vol 5, Pp 138-165 (2020)

مصطلحات موضوعية: interdisciplinarity, academic institutions, universities, funding, scholarly activity, boundary crossing, barriers, Education, Science

الوصف: Various multiple-disciplinary terms and concepts (although most commonly “interdisciplinarity,” which is used herein) are used to frame education, scholarship, research, and interactions within and outside academia. In principle, the premise of interdisciplinarity may appear to have many strengths; yet, the extent to which interdisciplinarity is embraced by the current generation of academics, the benefits and risks for doing so, and the barriers and facilitators to achieving interdisciplinarity, represent inherent challenges. Much has been written on the topic of interdisciplinarity, but to our knowledge there have been few attempts to consider and present diverse perspectives from scholars, artists, and scientists in a cohesive manner. As a team of 57 members from the Canadian College of New Scholars, Artists, and Scientists of the Royal Society of Canada (the College) who self-identify as being engaged or interested in interdisciplinarity, we provide diverse intellectual, cultural, and social perspectives. The goal of this paper is to share our collective wisdom on this topic with the broader community and to stimulate discourse and debate on the merits and challenges associated with interdisciplinarity. Perhaps the clearest message emerging from this exercise is that working across established boundaries of scholarly communities is rewarding, necessary, and is more likely to result in impact. However, there are barriers that limit the ease with which this can occur (e.g., lack of institutional structures and funding to facilitate cross-disciplinary exploration). Occasionally, there can be significant risk associated with doing interdisciplinary work (e.g., lack of adequate measurement or recognition of work by disciplinary peers). Solving many of the world’s complex and pressing problems (e.g., climate change, sustainable agriculture, the burden of chronic disease, and aging populations) demands thinking and working across long-standing, but in some ways restrictive, academic boundaries. Academic institutions and key support structures, especially funding bodies, will play an important role in helping to realize what is readily apparent to all who contributed to this paper—that interdisciplinarity is essential for solving complex problems; it is the new norm. Failure to empower and encourage those doing this research will serve as a great impediment to training, knowledge, and addressing societal issues.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2371-1671

URL الوصول: https://doaj.org/article/86a3c0d2dfc240058615c6f267c0b662

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دورية أكاديمية

Why the Politics of Literacy? – Guest Editors' Introduction

المؤلفون: Chelsey Hauge, Jennifer Rowsell

المصدر: Studies in Social Justice, Vol 13, Iss 1, Pp 1-9 (2019)

مصطلحات موضوعية: Social pathology. Social and public welfare. Criminology, HV1-9960

وصف الملف: electronic resource

Relation: https://journals.library.brocku.ca/index.php/SSJ/article/view/2146; https://doaj.org/toc/1911-4788

URL الوصول: https://doaj.org/article/068f41f71e8e4c4a8446d0522e62d05c

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دورية أكاديمية

Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men

المؤلفون: Emmanuel Tabi, Jennifer Rowsell

المصدر: Studies in Social Justice, Vol 11, Iss 2, Pp 275-297 (2018)

مصطلحات موضوعية: visual methods, multimodality, race, literacies, embodiment, affect, ethnography, Social pathology. Social and public welfare. Criminology, HV1-9960

الوصف: This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men’s production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men’s narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men’s emotional worlds, and how the visual allows for sense-laden, agentive meaning-making.

وصف الملف: electronic resource

Relation: https://brock.scholarsportal.info/journals/SSJ/article/view/1574; https://doaj.org/toc/1911-4788

URL الوصول: https://doaj.org/article/00dcb0338e4447ba9aa7b380196a0aa0

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