“Exploration of Diversity and Globalization in Moshin Hamid’s The Reluctant Fundamentalist and Nadine Gordimer’s The Pick Up.” Celebrating Diasporic Writing: A Critical Response to Indian and Pakistani Literature. Ed. R. K. Dhawan and Yamini Pendyala. New Delhi, India: Prestige Books International, 2016. 190-203.
Alex Albright has published “Prague Bluegrass Spring” in the October issue of Bluegrass Unlimited (pages 42-45).
Alex Albright has published “Mose McQuitty’s Band and Minstrel Days, 1899-1937,” about early African-American circus musicians in Bandwagon: The Journal of the Circus Historical Society, volume 60, issue 3, pages 6-47.
Associate Professor Anna Froula’s chapter “‘Conspiracy of Silence’: The Containment of Military Women in World War II Training and Recruitment Films” appeared in Wiley-Blackwell’s A Companion to the War Film.
The chapter is a feminist media history project that examines newsreel footage of the “Fly Girls” of World War II—the Women Air Service Pilots (WASPs) who flew every kind of military aircraft during the war yet did not qualify for veterans benefits or achieve full recognition until 2010.
Johnson, Mark .D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in L2 writing. TESOL Journal, 7(3), 700-715.
Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to develop writing proficiency. This small-scale pilot study examined the relationships among vocabulary knowledge, vocabulary use, and L2 writing performance. The results suggest that accurate productive knowledge of high-frequency word families was associated with L2 writing performance. However, actual use of high-frequency word families was negatively associated with L2 writing performance. Based on the results, the authors present potential uses of lexical frequency information to help students develop (a) accurate productive knowledge of high-frequency word families and (b) a repertoire of low-frequency word families based on their communicative needs.
Cope, L., & Eckert, E. (2016). Multilingualism and minorities in the Czech sociolinguistic space: introduction. The International Journal of the Sociology of Language, 2016(238), 1-14.
John Hoppenthaler has won the 2016 Brockman-Campbell Award for the best book of poetry by a North Carolinian in 2015 for his volume Domestic Garden (Carnegie Mellon UP). In this, his third collection of poetry, Hoppenthaler surveils the remnants of an American Dream. What devotion might mean and look like in our time is at the book’s heart. The poems, written in a variety of styles, offer testimony and uncover, row by row, what remains viable in a garden they hope to resurrect.
Rebecca Jackson, Jackie Grutsch McKinney, and Nicole I. Caswell. “Writing Center Administration as/and Emotional Labor” Summer 2016. Composition Forum 34: http://compositionforum.com/issue/34/writing-center.php
Abstract: Scholars have offered research and theory about emotional labor and the feeling of emotion in rhetoric and composition, but we have little if any such research on writing center work specifically. Drawing on data from a year-long qualitative study of writing center directors’ labor, this article examines writing center directors’ emotional labor as valuable yet undervalued, fulfilling yet fraught. Emotional labor was work our participants had to do—and often wanted to do and enjoyed doing—in order to accomplish (smoothly, swiftly, or at all) the other tasks on their to-do lists. Emotional labor included tasks such as mentoring, advising, making small talk, putting on a friendly face, resolving conflicts, making connections, delegating and following up on progress, working in teams, disciplining or redirecting employees, gaining trust, and creating a positive workplace. Ultimately, participants suggest that emotional labor is difficult not because they must devote so much time to it, but because they have not been adequately prepared to expect and negotiate it.
Guiseppe Getto & Beecher, F. (2016). Toward a model of UX education: Training UX designers within the academy. IEEE Transactions on Professional Communication, 59(2), 153-164.
Abstract: Problem: Increased demand for user experience (UX) designers requires new approaches to teaching and training the next generation of these professionals. We present a model for building educational programs within academia that train job-ready designers. Key concepts: To be successful, this model necessitates a working knowledge of the UX process, the systematic use of sound principles during the design of digital products and services. The model also requires a pedagogical approach that puts learners in a position to solve real problems and that treats them as apprentices on their way to competency. Key lessons: Academic institutions clearly have parts to play in producing job-ready UX designers, but barriers exist to doing so, including access to adequate training in UX best practices. To overcome these barriers, we provide tips for understanding core UX competencies, developing partnerships with UX practitioners, and deploying UX education courses and programs. Implications: Though the barriers to producing sufficient numbers of well-trained UX designers are significant, the combined ingenuity of devoted professionals in both academia and industry can be leveraged to create sound educational opportunities for UX learners from all walks of life.