Helping Students Succeed: Communities Confront the Achievement Gap

Between 2007 and 2009, more than 3,000 citizens met with their neighbors in community centers, classrooms, churches, and libraries throughout the United States to talk about the issue known as the achievement gap. Participants in the forums discussed three possible options for closing the gap: raising expectations; providing more funding for struggling schools; and addressing root causes, such as poverty and poor health. As they deliberated, the citizens learned a great deal -- about their schools and their neighborhoods, about the persistence of subtle racial inequities, about the lives of young people, and about how these factors interact to support or prevent learning. Attitudes about teaching and parenting were questioned and reassessed. The experience of immigrant families, shrouded by language and culture, was brought into focus.These and other findings are the subjects of this Kettering Foundation report. In the end, the people who participated in forums realized that schools cannot shoulder the entire task of educating the next generation, that the quality of education cannot be measured by test scores alone, and that success for all our children requires something more from all of us

Social Capital in Online Temporary Organizations: Addressing Critical, Complex Tasks through Deliberation

Temporary organizations—small, task-focused, time-bound, agile groups—exist in mass collaborations to address tasks outside of existing procedures. Given that mass collaborations are informal and voluntary, this study explores the impact of social network attributes (cohesion and diversity) in temporary organizations on task completion. We suggest that participants’ prior shared experience and demonstrated knowledge of the larger organization in online temporary organizations, traits of cohesion, and working less often with the same people, evidence of diversity, lead to greater likelihood of successful task completion. Contrary to predictions, however, the less consistent the participant contributions, the lower the likelihood of successful task completion

Accountability practices in research and publication ethics on the web. Linguistic and discursive features

With the large increase in the amount of published research being carried out throughout the world, potential is mounting for ethical practices to take a back seat in the apparent frequency of reported cases of scientific misconduct. While these cases erode the credibility of scientific research and public trust in the publication process, they often delineate accountabilities between conflicting parties and require organisational and institutional responses to good research practices based on fundamental, ethical principles of research integrity. In this paper, I explore the linguistic and discursive features of research and publication ethics in a representative corpus of misconduct cases as a genre created and maintained by the Committee on Publication Ethics (COPE) organisation over its website. Using a combined framework of methodological perspectives from functionally-defined criteria of discourse and genre categorizations (Askehave, Swales 2001; Bhatia 2004; Swales 2004) alongside evaluation (Hunston, Thompson 2000) and stance-taking (Biber et al. 1999; Hyland 2005), this study looks at the discourse organisational structure of texts with identifiable communicative moves and associated language use to unveil the types of social actors’ relations and identities constructed through “Action”, “Representation” and “Identification” (Fairclough 2003) of the social events and practices in question via recontextualization and interdiscursivity (Bhatia 2004, 2017; Fairclough 2003; Sarangi, Brookers-Howell 2006). Linguistic and rhetorical choices made on recontextualized and representational features of text reveal how cases set the tone for accountability between the social actors (parties) involved in matters of research ethics, and how they allow the organisation to take responsibility for the integrity of their research conduct by fostering a climate of responsible practices and adjusting party accountabilities. Attending to both linguistic and discursive features, the communicative practices of the case genre authenticate the competing social relations, identities, values or interests of the parties in this kind of discourse representation, and align the institutional action, identity and values of the organisation with social norms when legitimising its commitment to create and preserve conditions for ethical principles and professional standards essential for a range of responsible practices of research publishing

Critical Literacy and Second Language Learning in the Mainstream Classroom: An Elusive Nexus?

Critical Literacy (CL) is now a core component of Queensland secondary school English programs. These programs are delivered to a significant number of students from Non-English speaking backgrounds (NESB) whose linguistic and cultural resources are diverse and not necessarily representative of mainstream high school cultural capital (Bourdieu 1990). In response to the current emphasis on CL, it is vital for English as a Second Language (ESL) educators to identify the points of contention as well as the possibilities for promoting critical engagement with texts with adolescent ESL learners and to seek to create pedagogy that reflects the critical needs and capacities of these learners. This paper outlines the version of CL in secondary schools as theorised by a number of Australian researchers; discusses the relevance and importance of CL to NESB learners and finally raises a number of issues that need resolving if such learners are to be provided with a well-rounded literacy education amid contemporary Australian social relations and textual practice

Wikipedia Conflict Representation in Articles of War: A critical discourse analysis of current, on-going, socio-political Wikipedia articles about war

With the help of a discourse-historical approach, a textual corpus composed of the talk pages of three controversial, socio-political Wikipedia articles about ongoing wars was analyzed in order to shed light on the way in which conflict is represented through the editing and discussion process. Additionally, a rational discourse was employed in order to unravel communication distortions within the editing process in an attempt to improve communication and consensus-seeking. Finally, semi-structured interviews of participating contributors within studied articles were used in order to better understand Wikipedian experience in a controversial collaboration scenario. Results unveiled a set of discursive practices in which Wikipedians participate, as well as the creation of a Wikipedian argumentation topoi framework useful for further Wikipedia-specific discourse analysis involving the content change-retain negotiation process

Critical Literacy and Second Language Learning in the Mainstream Classroom: An Elusive Nexus?

Critical Literacy (CL) is now a core component of Queensland secondary school English programs. These programs are delivered to a significant number of students from Non-English speaking backgrounds (NESB) whose linguistic and cultural resources are diverse and not necessarily representative of mainstream high school cultural capital (Bourdieu 1990). In response to the current emphasis on CL, it is vital for English as a Second Language (ESL) educators to identify the points of contention as well as the possibilities for promoting critical engagement with texts with adolescent ESL learners and to seek to create pedagogy that reflects the critical needs and capacities of these learners. This paper outlines the version of CL in secondary schools as theorised by a number of Australian researchers; discusses the relevance and importance of CL to NESB learners and finally raises a number of issues that need resolving if such learners are to be provided with a well-rounded literacy education amid contemporary Australian social relations and textual practice

Social Media and Contentious Action: The Use and Users of QQ Groups in China

This article presents an analysis of a netnographic study of QQ groups engaged in contentious activities in China. Informed primarily by semi‐structured in‐depth interviews of 34 participants and field observations through years of grounded research, the findings shed light on the communicative dynamics and mobilization strategies of QQ groups in nurturing contentious action and motivating mass participation in social protest. In‐group communication stays highly focused on the respective mission of the groups, and it cultivates a sense of shared awareness conducive to collective action. There is also a noticeable contagion effect that transfers the spirit of contestation in terms of speech and action. Mobilizing dynamics in the QQ groups point to a hybrid model of activist‐brokered networks, which crosscuts and interconnects elements in Bennett and Segerberg’s (2012) prototype of self‐organizing networks and organizationally brokered networks. Group leaders and activists resort to a multi‐layered mechanism to dissipate contentious information and to mobilize participation in protests

Project Testbed: Argument Mapping and Deliberation Analytics

One key goal of the Catalyst project was to design metrics that could capture and represent aspects of the conversation’s structural quality, to assist harvesters and moderators. Many such metrics, alerts and visualizations were developed in the course of the project, but initial user testing has shown that users find it difficult to interpret abstract signals. Following that, we have both introduced new analytics that we felt could be more directly useful, and improved the representation of existing ones. We evaluated their usefulness in a smaller conversation and in experimental settings

Are We There Yet?: The Development of a Corpus Annotated for Social Acts in Multilingual Online Discourse

We present the AAWD and AACD corpora, a collection of discussions drawn from Wikipedia talk pages and small group IRC discussions in English, Russian and Mandarin. Our datasets are annotated with labels capturing two kinds of social acts: alignment moves and authority claims. We describe these social acts, describe our annotation process, highlight challenges we encountered and strategies we employed during annotation, and present some analyses of resulting data set which illustrate the utility of our corpus and identify interactions among social acts and between participant status and social acts and in online discourse

Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.Comment: Cite as: Habernal, I. & Gurevych, I. (2017). Argumentation Mining in User-Generated Web Discourse. Computational Linguistics 43(1), pp. 125-17