The language of Webkinz: Early childhood literacy in an online virtual world

In recent years there has been an explosion of virtual worlds intended for early childhood populations; however, because the majority of research on games and such worlds has focused on adults and adolescents, we know very little about these spaces. This article attempts to address this gap by providing a qualitative content analysis of the affordances that Webkinz World an online environment that as of March 2010 had over 3 million unique site visitors per month, offers for children’s literacy and language development. Analyses suggest that the site provides unique opportunities for immersion in literacy-rich contexts and academically-oriented practices that may enhance those that are readily available in many children’s daily lives. However, looking beyond the discrete linguistic and technical aspects of learning in Webkinz World reveals a designed culture with limitations on learning and a constrained set of literacies and social messages that warrant further critical exploration

ChatGPT and Works Scholarly: Best Practices and Legal Pitfalls in Writing with AI

Recent advances in artificial intelligence (AI) have raised questions about whether the use of AI is appropriate and legal in various professional contexts. Here, we present a perspective on how scholars may approach writing in conjunction with AI and offer approaches to evaluating whether or not such AI-writing violates copyright or falls within the safe harbor of fair use. We present a set of best practices for standard of care with regard to plagiarism, copyright, and fair use. As AI is likely to grow more capable in the coming years, it is appropriate to begin integrating AI into scholarly writing activities. We offer a framework for establishing sound legal and scholarly foundations

More Than Peer Production: Fanfiction Communities as Sites of Distributed Mentoring

From Harry Potter to American Horror Story, fanfiction is extremely popular among young people. Sites such as Fanfiction.net host millions of stories, with thousands more posted each day. Enthusiasts are sharing their writing and reading stories written by others. Exactly how does a generation known more for videogame expertise than long-form writing become so engaged in reading and writing in these communities? Via a nine-month ethnographic investigation of fanfiction communities that included participant observation, interviews, a thematic analysis of 4,500 reader reviews and an in-depth case study of a discussion group, we found that members of fanfiction communities spontaneously mentor each other in open forums, and that this mentoring builds upon previous interactions in a way that is distinct from traditional forms of mentoring and made possible by the affordances of networked publics. This work extends and develops the theory of distributed mentoring. Our findings illustrate how distributed mentoring supports fanfiction authors as they work to develop their writing skills. We believe distributed mentoring holds potential for supporting learning in a variety of formal and informal learning environments

Letramento digital em língua estrangeira por meio da mineração de texto e da escrita de fanfiction

This study investigates how digital literacy in a for-eign language (FL) may be supported by the use of a digital resource that can aid the processes of reading and writing. Thus, this research is based on studies by Feldman and Sanger (2006) about text min-ing, and on research by Black (2007; 2009) about the incorporation of a text genre typical from the Internet, the fanfiction (text based on existing media), in language learning. Through the use of the text mining resource Sobek, which promotes the extraction of frequent terms present in a text, the participants of this study created digital media narratives in English as a foreign language (FL). The under-graduate Brazilian students who participated in the research used the tool Sobek to mediate the production of fanfictions. In the proposed task, each student read a fanfiction and used the mining tool to de-velop graphs with recurrent terms found in the story. From the data analysis, it was observed that the use of a digital tool supported text production in the FL, and its following practice of digital literacy, as the authors relied on the mining resource to create new fanfictions.Este estudo investiga como o letramento digital em uma língua estrangeira (LE) pode ser apoiado pelo uso de um recurso digital que auxilie os processos de leitura e escrita. Assim, esta pesquisa se baseia em estudos de Feldman e Sanger (2006) sobre mineração de texto e em pesquisas de Black (2007; 2009) sobre a incorporação de um gênero de texto característico da Internet, a fanfiction (textos baseados em diversas mídias), no aprendizado de língua inglesa. Por meio do uso do recurso de mineração de texto Sobek, que promove a extração de termos frequentes presentes em um texto, os participantes deste estudo criaram narrativas de mídia digital em inglês como LE. Os estudantes de graduação que participaram da pesquisa utilizaram a ferramenta Sobek para mediar a produção de fanfictions.Na tarefa proposta, cada aluno leu uma fanfiction e usou a ferramenta de mi-neração para desenvolver gráficos com termos recorrentes encontra-dos na história. A partir da análise dos dados, observou-se que o uso de uma ferramenta digital apoiava a produção de texto na LE, e uma prática subsequente de letramento digital, pois os autores contavam com o recurso de mineração para criar novos exemplos de fanfiction

Late-Binding Scholarship in the Age of AI

Scholarly processes play a pivotal role in discovering, challenging, improving, advancing, synthesizing, codifying, and disseminating knowledge. Since the 17th Century, both the quality and quantity of knowledge that scholarship has produced has increased tremendously, granting academic research a pivotal role in ensuring material and social progress. Artificial Intelligence (AI) is poised to enable a new leap in the creation of scholarly content. New forms of engagement with AI systems, such as collaborations with large language models like GPT-3, offer affordances that will change the nature of both the scholarly process and the artifacts it produces

Taxonomic shifts in arbuscular mycorrhizal fungal communities with shade and soil nitrogen across conventionally managed and organic coffee agroecosystems

The composition of arbuscular mycorrhizal fungal (AMF) communities should reflect not only responses to host and soil environments, but also differences in functional roles and costs vs. benefits among arbuscular mycorrhizal fungi. The coffee agroecosystem allows exploration of the effects of both light and soil fertility on AMF communities, because of the variation in shade and soil nutrients farmers generate through field management. We used high-throughput ITS2 sequencing to characterize the AMF communities of coffee roots in 25 fields in Costa Rica that ranged from organic management with high shade and no chemical fertilizers to conventionally managed fields with minimal shade and high N fertilization, and examined relationships between AMF communities and soil and shade parameters with partial correlations, NMDS, PERMANOVA, and partial least squares analysis. Gigasporaceae and Acaulosporaceae dominated coffee AMF communities in terms of relative abundance and richness, respectively. Gigasporaceae richness was greatest in conventionally managed fields, while Glomeraceae richness was greatest in organic fields. While total AMF richness and root colonization did not differ between organic and conventionally managed fields, AMF community composition did; these differences were correlated with soil nitrate and shade. OTUs differing in relative abundance between conventionally managed and organic fields segregated into four groups: Gigasporaceae associated with high light and nitrate availability, Acaulosporaceae with high light and low nitrate availability, Acaulosporaceae and a single relative of Rhizophagus fasciculatus with shade and low nitrate availability, and Claroideoglomus/Glomus with conventionally managed fields but uncorrelated with shade and soil variables. The association of closely related taxa with similar shade and light availabilities is consistent with phylogenetic trait conservatism in AM fungi