Using gaming paratexts in the literacy classroom

This paper illustrates how digital game paratexts may effectively be used in the high school English to meet a variety of traditional and multimodal literacy outcomes. Paratexts are texts that refer to digital gaming and game cultures, and using them in the classroom enables practitioners to focus on and valorise the considerable literacies and skills that young people develop and deploy in their engagement with digital gaming and game cultures. The effectiveness of valorizing paratexts in this manner is demonstrated through two examples of assessment by students in classes where teachers had designed curriculum and assessment activities using paratexts

Friends of Musselman Library Newsletter Fall 2016

From the Dean (Robin Wagner) Library Exhibits GettDigital: Sports Reels Research Reflections: The Gettysburg Superstar (Devin McKinney) Remembering 9/12 Will Power: 400 Years After the Bard Treasure Island (Robin Wagner) Margin of Error A Call to Activism in the Summer of \u2765 (Richard Hutch \u2767) Digital Scholarship: The New Frontier (Julia Wall \u2719, Lauren White \u2718, Keira Koch \u2719) Scrapbooks and Photo Albums: Snapshots of History (Clara A. Baker \u2730) Soldiers\u27 Scrapbooks (Laura Bergin \u2717) A Book of Dreams (Alexa Schreier) Who Do You Think You Are? (Timothy Shannon) From Professor-Student to Collaborators (Jesse Siegel \u2716) The Mysterious Easel Monument (William Tuceling \u2770) Gifts to Special Collections and College Archive

Child Exploitation and the FIFA World Cup: A review of risks and protective interventions

This review was commissioned by the Child Abuse Programme (CAP) of Oak Foundation, a large international philanthropic organisation. It forms part of CAP’s effort to win societal rejection of practices such as the sexual exploitation of children and adolescents around major sporting events (MSEs), and to embed prevention and protection from exploitation as a permanent concern for global sports-related bodies. This review is intended to inform action in countries that host MSEs and to provide some suggestions on how hosting countries can avoid past pitfalls and mistakes in relation to child exploitation, especially economic and sexual exploitation. Importantly, it also acts as a call to action by those responsible for commissioning and staging MSEs, such as FIFA and the IOC, to anticipate, prepare for and adopt risk mitigation strategies and interventions. Positive leadership from these culturally powerful bodies could prove decisive in shifting hearts, minds and actions in the direction of improved safety for children

Against the inappropriate use of numerical representation in social simulation

All tools have their advantages and disadvantages and for all tools there are times when they are appropriate and times when they are not. Formal tools are no exception to this and systems of numbers are examples of such formal tools. Thus there will be occasions where using a number to represent something is helpful and times where it is not. To use a tool well one needs to understand that tool and, in particular, when it may be inadvisable to use it and what its weaknesses are. However we are in an age that it obsessed by numbers. Governments spend large amounts of money training its citizens in how to use numbers and their declarative abstractions (graphs, algebra etc.) We are surrounded by numbers every day in: the news, whether forecasts, our speedometers and our bank balance. We are used to using numbers in loose, almost “conversational” ways – as with such concepts as the rate of inflation and our own “IQ”. Numbers have become so famliar that we no more worry about when and why we use them than we do about natural language. We have lost the warning bells in our head that remind us that we may be using numbers inappropriately. They have entered (and sometimes dominate) our language of thought. Computers have exasperbated this trend by making numbers very much easier to store/manipulate/communicate and more seductive by making possible attractive pictures and animations of their patterns. More subtley, when thought of as calculating machines that can play games with us and simulate the detail of physical systems, they suggest that everything comes down to numbers. For this reason it is second nature for us to use numbers in our social simulations and we frequently do so without considering the consequences of this choice. This paper is simply a reminder about numbers: a call to remember that they are just another (formal) tool; it recaps some of the conditions which indicate when a number is applicable and when it might be misleading; it looks at some of the dangers and pitfalls of using numbers; it considers some examples of the use of numbers; and it points out that we now have some viable alternatives to numbers that are not any less formal but which may be often preferable