This is an alphabetical reference work for all aspects of music in the 20th century. It covers the major musical genres Concert, Jazz, Pop, Rock, and World; and also examines key styles such as opera, orchestral, bebop, blues, reggae, and country. Articles on individuals provide biographical information and explore contributions they have made in their respective fields. This encyclopedia also gives advice on suggested listening and further reading, and is fully cross-referenced.

The amount and range of information available to today's students-and indeed to all learners-is unprecedented. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing-among other things-it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies-and the kinds of information they allow students to access and create-relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields-learning theory, instructional systems design, and information studies-it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.

Personal stories of surviving after the trauma of sexual assault. In the era of #MeToo, we've become better at talking about sexual assault. But sexual assault isn't limited to a single, terrible moment of violence: it stays with survivors, following them wherever they go. Through the voices of twelve diverse writers, Whatever Gets You Through offers a powerful look at the narrative of sexual assault not covered by the headlines-the weeks, months, and years of survival and adaptation that people live through in its aftermath. With a foreword by Jessica Valenti, an extensive introduction by editors Stacey May Fowles and Jen Sookfong Lee, and contributions from acclaimed literary voices such as Alicia Elliott, Elisabeth de Mariaffi, Heather O'Neill, and Juliane Okot Bitek, the collection explores some of the many different forms that survival can take. From ice hockey to kink, boxing to tapestry-making, these striking personal essays address experiences as varied as the writers who have lived them. With candor and insight, each writer shares their own unique account of enduring: the everyday emotional pain and trauma, but also the incredible resilience and strength that can emerge in the aftermath of sexual assault. Contributors: Gwen Benaway Juliane Okot Bitek Elly Danica Amber Dawn Alicia Elliott Karyn Freedman Heather O'Neill Elisabeth de Mariaffi Lauren McKeon Soraya Palmer Leah Lakshmi Piepzna-Samarasinha Kai Cheng Thom

The amount and range of information available to today's students-and indeed to all learners-is unprecedented. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing-among other things-it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies-and the kinds of information they allow students to access and create-relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields-learning theory, instructional systems design, and information studies-it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.