Smith on Jenkins, \u27Textual Poachers: Television Fans and Participatory Culture\u27

Textual Poachers: Television Fans and Participatory Culture by Henry Jenkins. New York: Routledge, 1992. viii + 343 pp. $95.00 (cloth), ISBN 978-0-415-90571-8;$38.95 (paper), ISBN 978-0-415-90572-5. In Textual Poachers, Henry Jenkins examines the underground world of the media fandom, people who create fiction, artwork, and other forms of expression based on television shows. Drawing on a rich theoretical background with sources ranging from feminist literary criticism to cultural anthropology, Jenkins applies and adapts Michel de Certeau\u27s model of poaching, in which an audience appropriates a text for itself. Taking a stand against the stereotypical portrayal of fans as obsessive nerds who are out of touch with reality, he demonstrates that fans are pro-active constructors of an alternative culture using elements poached and reworked from the popular media

Smith on Bacon-Smith, \u27Enterprising Women: TelevisionFandom and the Creation of Popular Myth

In Enterprising Women scholar Camille Bacon-Smith describes the underground culture of media fandom, that is, the network of fans who create fiction, poetry, art, and other creative works based on favorite television shows and then gather to circulate these works. Because I have been an active participant in this culture for twenty years, Bacon-Smith\u27s book was of particular interest to me, not only as an academic, but as a fan. Bacon-Smith has taken on a daunting task: reporting on a cultural phenomenon both as an engaged participant and as an unbiased observer. Her position is typical of the ethnologist who studies contemporary society, and this book is a useful example of the ethnologist\u27s dilemma, as well as an informative text on the culture she studies

Smith on Hanley, \u27The Metaphysics of Star Trek

Review by Anne Collins Smith on the H-PCAACA mailing list, June 1998. The Metaphysics of Star Trek by Richard Hanley. New York: Basic Books, 1997. xviii + 253 pp. $18.00 (cloth), ISBN 978-0-465-09124-9. Richard Hanley\u27s The Metaphysics of Star Trek is an engaging examination of certain philosophical issues raised within the Star Trek universe. Its title, however, is overly broad; it would be more correctly titled, The Twentieth-Century Applied Metaphysics of Star Trek. The earliest reference in the bibliography is an article written in 1950; the next earliest, 1960. The vast majority of sources are from the 1980\u27s and 1990\u27s. There is nothing wrong with this focus; it is simply a limitation that should be noted

Adapting the 23Things programme for health librarian professional education

In the UK, as elsewhere, continuing professional development is seen to be a necessary professional activity. However resourcing is problematic and funding varies between employing agencies. The 23Things programme has evolved to address these constraints. In particular it reduces the time for staff to be absent from core functions and makes maximum use of peer support. Within a common structure the programme delivers development to personnel at all professional levels. Activities are learner defined and relevant to their personal context. The pace of progress is learner determined. Cambridge University Medical Library (CUML) has designed its own 23Things programme. While conforming to the general model of 23Things, CUML adapted the programme in three ways. 1. to meet the specific learning needs of the library staff 2. to select topics and tasks related to the subject focus of the library 3. to include a new strand of professional development called Follow That.. Follow That... was designed to foster better understanding of each team members role in delivering core services in the library, and to improve the integration and awareness of expertise within a relatively large team This paper will describe the way in which the programme was set up, the selection of tasks and activities, and the pitfalls encountered. Also included will be an overall evaluation of the programme from the perspective of the participants and the programme designers

Voldemort Tyrannos: Plato’s Tyrant in the Republic and the Wizarding World

In the Harry Potter novel series, by J. K. Rowling, the character of Lord Voldemort is the dictatorial ruler of the Death Eaters and aspiring despot of the entire wizarding community. As such, he serves as an apt subject for the application of Plato’s portrait of the tyrant in Republic IX. The process of applying Plato to Voldemort, however, leads to an apparent anomaly, the resolution of which requires that we move beyond the Republic to the account of beauty presented by Plato in the Symposium. In doing so, we shall find that while Plato can help us to understand Voldemort, Voldemort can also help us to attain a deeper understanding of Plato

Pragmatism and Meaning: Assessing the Message of Star Trek: The Original Series

The original Star Trek television series purported to depict a future in which such evils as sexism and racism do not exist, and intelligent beings from numerous planets live in a condition of peace and mutual benefit. As many scholars have observed, from a standpoint of contemporary theoretical analysis, Star Trek: The Original Series contains many elements that are inimical to the utopia it claims to depict and thus undermine its supposed message. A different perspective may be gained by drawing on the American pragmatist movement, in which the value of an idea is judged by its effectiveness, how it ‘cashes out’ in terms of its impact in real life. Thus, the meaning and value of Star Trek: TOS can be assessed by observing its effects on its audience. This perspective coordinates well with Taylor’s discussion of the necessary conditions for the realization of a protreptic moral order in the social imaginary, as well as a pragmatist understanding of audience engagement and education

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

"We muddle our way through": shared and distributed expertise in digital engagement with research

The use and availability of digital media is changing researchers' roles and simultaneously providing a route for a more engaging relationship with stakeholders throughout the research process. Although the digital realm has a profound influence on people's day-to-day lives, some researchers have not yet professionally embraced digital technologies. This paper arises from one aspect of a project exploring how university research and professional practices are evolving as researchers engage with stakeholders via digital media to create, share and represent knowledge together. Using researchers from the Open University (U.K.) as a case study, this paper reviews the extent to which they are developing multiple identities and functions in their engaged research through digital media