Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.

Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.

What do you do when you are a newcomer in a cultural group and you must find your way? From the perspective of an ethnographer of communication, one of the most effective strategies you can take is to go from the inside out. Exploring Cultural Communication from the Inside Out: An Ethnographic Toolkit is a workbook that offers readers a hands-on approach to navigating new cultural environments. The text helps readers develop richer and more nuanced understandings not only of the different cultures they are members of but also their own roles in an increasingly multicultural and global society. The book is grounded in an interpretive theoretical/methodological framework of the ethnography of communication and speech codes theory, and guides readers through the process of applying this framework to any setting of their choice. Throughout, the text introduces theoretical concepts and pairs them with applied activities that require readers to engage in ethical fieldwork, data collection, and analysis. Readers are then challenged to document their experience, communicate what they have learned, and participate in deep reflection. Featuring a unique methodology and highly practical information, Exploring Cultural Communication from the Inside Out is exemplary for courses in intercultural communication, language and culture, sociolinguistics, and communication research.

Mediated Critical Communication Pedagogy explores the role of both traditional and new media in critical communication pedagogy. This edited volume addresses not only how new and other forms of media serve as tools towards social justice in the communication classroom, but also how those media transform the classroom interaction itself in empowering and disempowering ways. Contributors describe and assess how particular instances of media use—particularly the use of new media technologies—support or challenge critical communication pedagogy. Each chapter engages in critical analysis of how to effectively use particular mediums in the classroom, how classroom communication is affected by uses of new media, and particular instances of critical communication pedagogy in teaching. Scholars of communication and education will find this book particularly useful.

Communicating User Experience: Applying Local Strategies Research to Digital Media Design examines how Local Strategies Research (LSR) helps investigate user experiences with digital media. This edited collection uses case studies to examine the way we communicate in the digital age whether between individuals and digital interfaces (such those installed in cars), dyads via mobile phones and online interfaces, or members of a group through a video conference. Milburn and her contributors consider the cultural norms that both inform and are used during interaction to provide a useful methodology that shifts design (particularly HCI) research from a focus on emotional, subjective user experiences to the everyday practices involved in interacting with one another in and through digital devices and interfaces. Communicating User Experience will be a valuable resource for designers and scholars of communication and new media.

Communicating User Experience: Applying Local Strategies Research to Digital Media Design examines how Local Strategies Research (LSR) helps investigate user experiences with digital media. This edited collection uses case studies to examine the way we communicate in the digital age whether between individuals and digital interfaces (such those installed in cars), dyads via mobile phones and online interfaces, or members of a group through a video conference. Milburn and her contributors consider the cultural norms that both inform and are used during interaction to provide a useful methodology that shifts design (particularly HCI) research from a focus on emotional, subjective user experiences to the everyday practices involved in interacting with one another in and through digital devices and interfaces. Communicating User Experience will be a valuable resource for designers and scholars of communication and new media.