Engaging with Place through Location-Based Games: Navigation and Narrative in Game Design and Play Experiences

This thesis examines how people engage with place through location-based games. Location-based games are those that incorporate the player’s physical location and/or actions into the gameplay through media interfaces. Despite growing in popularity over the past two decades, there is an absence of fine-grained ethnographic research into everyday practices and emplaced experiences of location-based game design and play. The contributions of this thesis are built upon three years of practice-based, autoethnographic participation in developing location-based games, alongside ethnographic observation, interviews and focus groups with creative collaborators and players. Its findings unpack how engagement with place unfolds through the design and play of location-based games and the implications of these processes for how we understand place as a concept today. In doing so, it builds upon scholarship concerning locative and mobile media, interfaces, play, digital narratives, games and philosophies of place.These insights are presented through a thematic focus on three sets of considerations about place negotiated during the development and play of location-based games: the multiplicity of elements that gather in places; the contingent, everyday interactions that occur in places; and the impressions of place people perceive. Analysing how these considerations are negotiated, this thesis identifies how engagement with place through location-based games is underpinned by interrelationships between navigation and narrative. Understood as uneven, performative and intersubjective relations, they shape the accessibility and legibility of the diverse elements that gather in places; players’ attention toward the processes through which these elements interact in everyday contexts; and the co-production of complex, dynamic and extroverted impressions of place by players. At a time when ‘place’ as a concept has been unsettled by large-scale processes of globalisation and digitisation, these empirical and theoretical contributions create new openings for understanding how digital, locative, mobile and playful media are implicated in everyday experiences of being-in-the-world

Innovative Approaches to Teaching Technical Communication

Innovative Approaches to Teaching Technical Communica- tion offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional contexts, as well as being theoretically grounded and pedagogically sound. Throughout the collection, its editors and contributors demonstrate the importance of critically engaging students through creative and innovative pedagogies. Programs in technical writing, technical communication, and/or professional communication have recently grown in enrollment as the demand among employers for formally prepared technical writers and editors has grown. In response, scholarly treatments of the subject and the teaching of technical writing are also burgeoning, and the body of research and theory being published in this field is many times larger and more accessible than it was even a decade ago. Although many theoretical and disciplinary perspectives can potentially inform technical communication teaching, administration, and curriculum development, the actual influences on the field\u27s canonical texts have traditionally come from a rather limited range of disciplines. Innovative Approaches to Teaching Technical Communication brings together a wide range of scholars/teachers to expand the existing canon. The editors and authors in this volume suggest that, for various reasons, the field has not been as flexible or open to innovation as it needs to be. Given pervasive technological and workplace changes and changing cultural attitudes, they say, new and more dynamic pedagogies in technical communication are warranted, and they are addressing this collection to that need. Contributing authors include a number of scholars with a strong record of work in composition, technical writing, professional communication, and allied areas (e.g., Selfe, Wahlstrom, Kalmbach, Duin, Hansen), who deliver a variety of approaches that are grounded in current theory and represent pedagogical creativity and innovation.https://digitalcommons.usu.edu/usupress_pubs/1146/thumbnail.jp

Proceedings of the 2011 Great Lakes Connections Conference : Discourse & Illumination, May 20-21, 2011, School of Information Studies, University of Wisconsin-Milwaukee

The 2011 Great Lakes Connections Conference was a conference for all Library and Information Science (LIS) doctoral students and candidates. It was a student-focused conference that was intended to provide an opportunity for LIS doctoral students to share and exchange ideas and research. The conference was open to all LIS doctoral students, and included both works in progress and full papers. The accepted papers and works in progress were selected through a double-blind review process

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

Engines of Order

Over the last decades, and in particular since the widespread adoption of the Internet, encounters with algorithmic procedures for ‘information retrieval’ – the activity of getting some piece of information out of a col-lection or repository of some kind – have become everyday experiences for most people in large parts of the world

Doctor of Philosophy

dissertationSecrete/d Pedagogy: Body Languaging and the Navigation of Traumatizing and Traumatized Space in the First-Year Composition Classroom, is an interdisciplinary exploration into the multimodal, multisensory phenomenon of languaging in and for schools. Beginning with an exploration into the forces that move, shape, and texture the writing classroom, this text steps into the phenomena of literacy, language, and the body, paying particular attention to the enfolded and unfolding histories of conquest through practices of language standardization that live within the bodies being schooled. By foregrounding bodily memory, emotion, felt sensation, and somatic stimuli, we can begin to see the role of the body in the design and disruption of language. I claim that the languaging body acts with agentic force within the first-year composition (FYC) classroom, re/citing, re/spawn/ding and trans/forming the inheritances of violence sculpting institutional affect and the standardization of particular linguistic forms. As this dissertation moves into the force of the body in language and expression, the expressions and sensations of the bodies who participated in this multivocal videocued ethnography will move the text as it attempts to answer the following questions: What body languaging practices are occurring within the first-year composition (FYC) classroom? And, how are teacher, students, and researcher making sense of body-based meaning- making resources, or not, within the FYC classroom? Poetry, oration, film, and scene headings will work together to fashion a text held together by the experiences of thebeings (writing students, writing teacher, and researcher) who composed the study. This text will do its best to be reflective and response(able) to the multimodal, multisensory phenomenon this is writing... in and for schools

Towards a Rutland bibliography: a study of the concept, practice and purpose of county bibliographies with specific reference to research for a Rutland bibliography

The thesis has grown out of an extensive survey of the literature pertaining to the county of Rutland. The survey was an original idea to produce a county bibliography which had both a short-title catalogue of conventional references and full physical descriptions of the books of the county. Two types of bibliography, analytical and systematic, are combined in one survey. The thesis is an account of this project together with a rigorous review of the theoretical background against which it was conducted. The practice of bibliography, and specifically of bibliographies of counties, is reviewed. A new definition of county bibliography is offered, together with its appropriate objects of study (book, pamphlet, leaflet, ephemera and publication are some of the specific concepts defined here). The research methods employed for the Rutland project are described and a plan outlined showing how a comprehensive survey of any English county's literature could be achieved. Especially important here are the lessons learned from on-line searching. There is a detailed discussion of inclusion and exclusion policies appropriate for a county bibliography, and an account of how this material should be presented and described. A new classification system for a county bibliography is outlined, and older solutions to the classification problem reviewed. The lessons of the Rutland project are discussed, including presentation of a statistical breakdown of the Rutland material, and whether the way in which the Rutland project was conducted could be copied for other counties. The Rutland statistics are contrasted with those for other counties. Several appendices present bibliographical information, lists of categories of literature encountered and samples from the Rutland survey