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How did we get from Hollywood to YouTube? What makes Wikipedia
so different from a traditional encyclopedia? Has blogging
dismantled journalism as we know it?
Our media landscape has undergone a seismic shift as digital
technology has fostered the rise of "participatory culture," in
which knowledge is originated, created, distributed, and evaluated
in radically new ways. The Participatory Cultures Handbook is an
indispensable, interdisciplinary guide to this rapidly changing
terrain. With short, accessible essays from leading geographers,
political scientists, communication theorists, game designers,
activists, policy makers, physicists, and poets, this volume will
introduce students to the concept of participatory culture, explain
how researchers approach participatory culture studies, and provide
original examples of participatory culture in action. Topics
include crowdsourcing, crisis mapping, grid computing, digital
activism in authoritarian countries, collaborative poetry,
collective intelligence, participatory budgeting, and the
relationship between video games and civic engagement.
Contributors include: Daren Brabham, Helen Burgess, Clay
Calvert, Mia Consalvo, Kelly Czarnecki, David M. Faris, Dieter
Fuchs, Owen Gallagher, Clive Goodinson, Alexander Halvais, Cynthia
Hawkins, John Heaven, The Jannissary Collective, Henry Jenkins,
Barry Joseph, Christopher Kelty, Pierre L vy, Sophia B. Liu, Rolf
Luehrs, Patrick Meier, Jason Mittell, Sarah Pearce, W. James
Potter, Howard Rheingold, Suzanne Scott, Benjamin Stokes, Thomas
Swiss, Paul Taylor, Will Venters, Jen Ziemke
How did we get from Hollywood to YouTube? What makes Wikipedia so
different from a traditional encyclopedia? Has blogging dismantled
journalism as we know it? Our media landscape has undergone a
seismic shift as digital technology has fostered the rise of
"participatory culture," in which knowledge is originated, created,
distributed, and evaluated in radically new ways. The Participatory
Cultures Handbook is an indispensable, interdisciplinary guide to
this rapidly changing terrain. With short, accessible essays from
leading geographers, political scientists, communication theorists,
game designers, activists, policy makers, physicists, and poets,
this volume will introduce students to the concept of participatory
culture, explain how researchers approach participatory culture
studies, and provide original examples of participatory culture in
action. Topics include crowdsourcing, crisis mapping, grid
computing, digital activism in authoritarian countries,
collaborative poetry, collective intelligence, participatory
budgeting, and the relationship between video games and civic
engagement. Contributors include: Daren Brabham, Helen Burgess,
Clay Calvert, Mia Consalvo, Kelly Czarnecki, David M. Faris, Dieter
Fuchs, Owen Gallagher, Clive Goodinson, Alexander Halvais, Cynthia
Hawkins, John Heaven, The Jannissary Collective, Henry Jenkins,
Barry Joseph, Christopher Kelty, Pierre Levy, Sophia B. Liu, Rolf
Luehrs, Patrick Meier, Jason Mittell, Sarah Pearce, W. James
Potter, Howard Rheingold, Suzanne Scott, Benjamin Stokes, Thomas
Swiss, Paul Taylor, Will Venters, Jen Ziemke
Given the increasing diversity of the United States and students
entering schools, the value of teacher learning in clinical
contexts, and the need to elevate the profession, national
organizations have been calling for a re-envisioning of teacher
preparation that turns teacher education upside down. This change
will require PK-12 schools and universities to partner in robust
ways to create strong professional learning experiences for
aspiring teachers. University faculty, in particular, will not only
need to work in schools, but they will need to work with schools in
the preparation of future teachers. This collaboration should
promote greater equity and justice for our nation's students. The
purpose of this book is to support individuals in designing
clinically based teacher preparation programs that place equity at
the core. Drawing from the literature as well as our experiences in
designing and coordinating award-winning teacher education
programs, we offer a vision for equity-centered, clinically based
preparation that promotes powerful teacher professional learning
and develops high-quality, equity-centered teachers for schools.
The chapter topics include policy guidelines, partnerships,
intentional clinical experiences, coherence, curriculum and
coursework, university-based teacher educators, school-based
teacher educators, teacher candidate supervision and evaluation,
the role of research, and instructional leadership in teacher
preparation. While the concepts we share are research-based and
grounded in the empirical literature, our primary intention is for
this book to be of practical use. We hope that by the time you
finish reading, you will feel inspired and equipped to make change
within your own program, your institution, and your local context.
We begin each chapter with a "Before You Read" section that
includes introductory activities or self-assessment questions to
prompt reflection about the current state of your teacher
preparation program. We also weave examples, a "Spotlight from
Practice," in the form of vignettes designed to spark your thinking
for program improvement. Finally, we conclude each chapter with a
section called "Exercises for Action," which are questions or
activities to help you (re)imagine and move toward action in the
(re)design of your teacher preparation program. We hope that you
will use the exercises by yourself, but perhaps more importantly,
with others to stimulate conversations about how you can build upon
what you are already doing well to make your program even better.
Given the increasing diversity of the United States and students
entering schools, the value of teacher learning in clinical
contexts, and the need to elevate the profession, national
organizations have been calling for a re-envisioning of teacher
preparation that turns teacher education upside down. This change
will require PK-12 schools and universities to partner in robust
ways to create strong professional learning experiences for
aspiring teachers. University faculty, in particular, will not only
need to work in schools, but they will need to work with schools in
the preparation of future teachers. This collaboration should
promote greater equity and justice for our nation's students. The
purpose of this book is to support individuals in designing
clinically based teacher preparation programs that place equity at
the core. Drawing from the literature as well as our experiences in
designing and coordinating award-winning teacher education
programs, we offer a vision for equity-centered, clinically based
preparation that promotes powerful teacher professional learning
and develops high-quality, equity-centered teachers for schools.
The chapter topics include policy guidelines, partnerships,
intentional clinical experiences, coherence, curriculum and
coursework, university-based teacher educators, school-based
teacher educators, teacher candidate supervision and evaluation,
the role of research, and instructional leadership in teacher
preparation. While the concepts we share are research-based and
grounded in the empirical literature, our primary intention is for
this book to be of practical use. We hope that by the time you
finish reading, you will feel inspired and equipped to make change
within your own program, your institution, and your local context.
We begin each chapter with a "Before You Read" section that
includes introductory activities or self-assessment questions to
prompt reflection about the current state of your teacher
preparation program. We also weave examples, a "Spotlight from
Practice," in the form of vignettes designed to spark your thinking
for program improvement. Finally, we conclude each chapter with a
section called "Exercises for Action," which are questions or
activities to help you (re)imagine and move toward action in the
(re)design of your teacher preparation program. We hope that you
will use the exercises by yourself, but perhaps more importantly,
with others to stimulate conversations about how you can build upon
what you are already doing well to make your program even better.
These stories come from Las Animas, a small town in southeastern
Colorado. It is here that my grandfather J. Edward Carothers was
born in 1907 and lived until he was 18. My grandfathers stories are
filled with experiences that teach us that no matter what you think
you are up to, the results will be a surprise, and you will have to
use your intelligence to make the right uses of imposed freedom. He
also taught me that in order to find that this is true you have to
live into the sunset and then go all the way through the night.
That way you are sure to meet another sunrise that will most likely
bring some unexpected occasions with it. That makes life worth
living.
Jenna Morgan has lost her parents in a car accident and they have
left everything including the family business to Jake, her
estranged brother. She seeks out Billy Manning, who is currently
undercover working as part of jewel thief ring, to help her find
her brother. In FINAL HEIST their two worlds collide and when Jenna
finds out the truth about her brother and Billy, she is torn
between family loyalties and losing the only man she has ever
loved.
{Unexpected} is a collection of stories that include real-life
accounts from families who have received a diagnosis of Trisomy 21
(Down syndrome). Families from around the world share what it was
like for them to receive a prenatal, birth, or uniquely timed
diagnosis, and those families with a potential but unconfirmed
diagnosis share their experiences as well. Readers will follow
along as the contributors describe the many facets of their
diagnosis experience and the range of emotions that came with it.
{Please visit www.missiont21.com for our stories and
http://www.dsdiagnosisnetwork.org/ for additional support}
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