DOCSLIB.ORG

Class Consciousness 10 Things New Teachers Should Know (And Veteran Teachers Should Remember)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Class Consciousness 10 Things New Teachers Should Know (And Veteran Teachers Should Remember) Class Consciousness 10 Things New Teachers Should Know (and Veteran Teachers Should Remember) “And, when I am forgotten, as I shall be, And sleep in dull cold marble, where no mention Of me more must be heard of, say, I taught thee” William Shakespeare Henry VIII (1613) ​ Preface: CAN EAT MORE I’m a damn good teacher. I’ve been doing it for almost 20 years, and I’m incredibly proud of my accomplishments in the classroom. But the idea that I have some authority to tell other people how to teach still feels odd to me. I’ve helped two student teachers through their apprenticeships, and they assure me that I have not completely ruined their minds or spirits. Still, for reasons that I will discuss below, many teachers (including myself) bristle at the idea of yet another book on How to Teach. Not that this deters the oodles of scholars who insist on pumping out such texts every year. Most of them are focused on brain-numbing minutiae or seizing on the research phenomenon of the month. I’ve read many books about How to Teach, most of them containing about 3% worthwhile information and 97% filler material best described as “Stuff we covered in 1 grad school” or “Rhetorical nonsense required to justify the existence of a text that could have easily been a pamphlet”. This book is about the deeper stuff — not so deep as Freire or Dewey, but in that ballpark. At the same time, it mixes the philosophical stuff with plenty of nuts-and-bolts advice for classroom survival. I’ve tried to boil down the most important things I’ve learned in the last two decades into a few key points. I hope they’ll be useful for young folks starting into education, as well as more experienced teachers with open minds. While obviously this book is directed specifically at teachers and administrators, everyone reading it has — presumably — spent time in school as a student. Therefore it should ring bells for everyone. Moreover, as citizens charged with the responsibility of improving our systems of education, we all have a duty to learn more about how classrooms work — and why they often don’t. I’ve mixed in some memoirish elements as necessary, but I’ve tried to keep them minimal and relevant. (Strunk and White insist that we “Omit needless words.” Rest assured that I have completely omitted all needless words from the pages you now hold in your hands.) Nothing bores me more than people (especially teachers) who talk to kill time or hear their own voices. Therefore I will be direct and succinct. And there’s another reason I summoned the chutzpah to write this book. In his last novel, ​ ​ Timequake, Kurt Vonnegut writes: ​ Still and all, why bother? Here’s my answer: Many people need desperately to receive this message: “I feel and think much as you do, care about many of the things you care about, although most people do not care about them. You are not alone.” 2 I know for a fact that many teachers (and other folks) feel as I do, and I want to reach them. But I also want to reach those who feel differently. One of the most important things we can do as intelligent humans — especially as educators — is engage in dialectic conversations with open minds and a willingness to find common ground. Without trying to be immodest, I can say that I’ve got a good track record of establishing dialogue and helping people see the world in different ways. In Futurama episode 3ACV15 (“I Dated a Robot”), Fry falls in love with a robot that is ​ ​ programmed to show enthusiasm for everything he says. Thus, when he describes the physiology of his digestive system — “Then, when I feel so stuffed I can’t eat more, I just use the restroom. And then I can eat more!” — she responds with awe: “You should write a book, Fry. People ​ ​ ​ ​ need to know about the CAN EAT MORE.” This is how I always feel when writing or talking about my life and experiences. It’s hard to know which bits are totally obvious, which are fascinating only to me, and which might be interesting (and/or useful) to other people. My rambunctious ego usually makes this an academic dilemma, but it seems fair to confess it at the outset. My voice in the pages ahead flips endlessly between first and second person. I will instruct the reader to heed advice and obey commandments, but mostly I will speak about my own experiences and explain what works for me. As the saying goes: Your mileage may vary. Avoiding repetition is a prime directive of this book. I hate hearing the same stories over and over, and I’m terrified of inflicting such pain on other people. (This is a special danger in marriage, as in Chris Rock’s bit about the married person yelling: “Yeah, you told me about that 3 [bad word] time! Why don’t you go and get kidnapped? Have something new happen to you!”) My poor students are constantly subjected to jokes and stories they’ve heard before. Sometimes this happens over and over; in 2013 two unlucky souls were sentenced to a third consecutive ​ ​ ​ semester with me. I’ve only got 18 weeks’ worth of funny/interesting things to say, and this material gets old quickly. I’ve tried to keep this book fresh. I’m not like other teachers — let’s just get that out of the way. I love literature and grammar, but I also love video games and hip-hop music and zen buddhism and writing fiction and radical politics. As a result I often feel isolated in any given social situation. It’s rare enough to find another person who shares one of my passions, let alone two or three. The hip-hop heads ​ ​ get bored when I talk about literature, and the other teachers smile derisively when I rave about the latest Elder Scrolls video game. The people at the zendo shrug their shoulders when I talk ​ ​ about Emma Goldman’s anarchism. And so on. This even bleeds into my word choice. Hip-hoppers don’t trust people who say things like “The Schultz-inspired Charle Brwn EP from Dem Atlas is layered with deep thematic ​ ​ exploration and metaphor, aligning the author’s life with classic comic and cartoon tropes from the late 20th century.” On the other hand, the teachers I teach with scowl with disapproval if someone says something like “That new Arundhati Roy book is ill.” I don’t use hip-hop vernacular in an artificial way; I’ve been living that life for decades. We talk like the people we talk to. When I chat with my mates in the UK, I use their vocabulary, like saying “mates” instead of “friends”. It’s like the Langston Hughes poem “Motto”. 4 To make matters worse, the students roll their eyes with suspicious hostility whenever a teacher uses slanguage, even if it’s authentic for the teacher using it. So while I might say “This semester’s gonna be wicked, yo” to my friends, once I get into the classroom, I turn into Ned Flanders: “This is going to be an excellent semester.” Only after a month has passed can I drop in the occasional “f’real”. My goal here is to spit wisdom at every teacher willing to hear me out, especially the littluns entering the classroom for the first or second year. I’ll be rolling various interests into this conversation — hip hop, video games, The Simpsons, zen Buddhism, and others — but of ​ ​ course I will keep the overall discussion broad in scope and accessible to everyone. Much of the following discussion is centered on secondary education, but I hope there are enough universal elements to make it relevant to elementary and tertiary educators as well. I will mostly discuss my life as a classroom teacher, but many parts will also apply to paraprofessionals, classroom aides, and even some administrators. One final introductory note is aimed at young people. (I don’t know why a teenager would read a book about teaching, but if my years in the classroom have taught me anything, it’s that you never know who’s paying attention.) To anyone who feels — as I often did, in my teenage years — awkward, small, despised, and/or inadequate: It gets better. I was overjoyed to see that phrase take shape as the motto of the movement to support LGBTQ youth, because it’s true about other aspects of social relations, too. 5 I got bullied, harassed, abused, and ridiculed regularly during middle school. Some tough kids stole my chain, and I got wedgies that inflicted real horror. But I quickly realized that the worst thing I could do was act like the jerks who tormented me. These things didn’t kill me, and they definitely made me stronger. I came to own my status as an outcast, and then I realized I had taken it too far and was alienating decent people who meant me no harm. I figured out which elements were keeping me separated from the people who weren’t jerks, and I got rid of them. This is a vital step. Too many people simply turn up the volume and then wonder why nobody wants to hang out with them. Write. Draw. Paint. Play music. Do something creative to help you endure. Don’t keep it locked in, because it will explode when you’re not ready.
Load more

Recommended publications
  • Wiki-Hacking: Opening up the Academy with Wikipedia
    St. John's University St. John's Scholar Faculty Publications Department of English 2010 Wiki-hacking: Opening Up the Academy with Wikipedia Adrianne Wadewitz Occidental College Anne Ellen Geller St. John's University, [email protected] Jon Beasley-Murray University of British Columbia, [email protected] Follow this and additional works at: https://scholar.stjohns.edu/english_facpubs Part of the Education Commons, and the English Language and Literature Commons Recommended Citation Wadewitz, A., Geller, A. E., & Beasley-Murray, J. (2010). Wiki-hacking: Opening Up the Academy with Wikipedia. Hacking the Academy Retrieved from https://scholar.stjohns.edu/english_facpubs/4 This Book Chapter is brought to you for free and open access by the Department of English at St. John's Scholar. It has been accepted for inclusion in Faculty Publications by an authorized administrator of St. John's Scholar. For more information, please contact [email protected]. Wiki-hacking: Opening up the academy with Wikipedia Contents Wiki-hacking: Opening up the academy with Wikipedia Introduction Wikipedia in academia Constructing knowledge Writing within discourse communities What's missing from Wikipedia Postscript: Authorship and attribution in this article Links Notes Bibliography Wiki-hacking: Opening up the academy with Wikipedia By Adrianne Wadewitz, Anne Ellen Geller, Jon Beasley-Murray Introduction A week ago, on Friday, May 21, 2010, we three were part of a roundtable dedicated to Wikipedia and pedagogy as part of the 2010 Writing Across the Curriculum (http://www.indiana.edu/~wac2010/abstracts.shtml) conference. That was our first face-to-face encounter; none of us had ever met in real life.
    [Show full text]
  • The Artillery of Critique Versus the General Uncritical Consensus: Standing up to Propaganda, 1990-1999
    THE ARTILLERY OF CRITIQUE VERSUS THE GENERAL UNCRITICAL CONSENSUS: STANDING UP TO PROPAGANDA, 1990-1999 by Andrew Alexander Monti Master of Arts, York University, Toronto, Canada, 2013 Bachelor of Science, Bocconi University, Milan, Italy, 2005 A dissertation presented to Ryerson University and York University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Joint Program of Communication and Culture Toronto, Ontario, Canada, 2018 © Andrew Alexander Monti, 2018 AUTHOR’S DECLARATION FOR ELECTRONIC SUBMISSION OF A DISSERTATION I hereby declare that I am the sole author of this dissertation. This is a true copy of the dissertation, including any required final revisions, as accepted by my examiners. I authorize Ryerson University to lend this dissertation to other institutions or individuals for the purpose of scholarly research. I further authorize Ryerson University to reproduce this dissertation by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. I understand that my dissertation may be made electronically available to the public. ii ABSTRACT The Artillery of Critique versus the General Uncritical Consensus: Standing Up to Propaganda, 1990-1999 Andrew Alexander Monti Doctor of Philosophy Communication and Culture Ryerson University, 2018 In 2011, leading comedy scholars singled-out two shortcomings in stand-up comedy research. The first shortcoming suggests a theoretical void: that although “a number of different disciplines take comedy as their subject matter, the opportunities afforded to the inter-disciplinary study of comedy are rarely, if ever, capitalized on.”1 The second indicates a methodological void: there is a “lack of literature on ‘how’ to analyse stand-up comedy.”2 This research project examines the relationship between political consciousness and satirical humour in stand-up comedy and attempts to redress these two shortcomings.
    [Show full text]
  • The GRAMMY Museum Presents George Carlin: a Place for My Stuff
    The GRAMMY Museum Presents George Carlin: A Place For My Stuff New Display to Open Sept. 30 Commemorating The Late GRAMMY-winning comedian WHO: The GRAMMY Museum will commemorate GRAMMY-winning comedian George Carlin with a new display opening Wednesday, Sept. 30, 2015 on the Museum's third floor. The exhibit will mark the third display in the Museum's comedy series, following previous tributes to Rodney Dangerfield and Joan Rivers. WHAT: Artifacts on display in George Carlin: A Place For My Stuff will include: Carlin's GRAMMY Awards and other accolades Childhood scrapbook and photos The set list from his performances on The Tonight Show in 1962 and The Ed Sullivan Show in 1971 His public arrest records Script from the 1999 cult film Dogma And more "Ever since I became the keeper of my dad's stuff in 2008, I have enjoyed sharing little bits of it with friends and comedians," said Kelly Carlin, the comedian's daughter. "But to know that his fans will now get to see some of it, makes my heart swell with joy. I am thrilled that the GRAMMY Museum is creating a place for his stuff." "George Carlin helped redefine the art form of stand-up comedy. He used his talent to not only entertain, but to question conventional wisdom and social injustices," said Bob Santelli, Executive Director of the GRAMMY Museum. "With this latest display in our comedy series, we continue to spotlight some of the greatest comedy acts, many of whom have been recognized by the GRAMMY Awards." WHEN & WHERE: George Carlin: A Place For My Stuff will be on display at the GRAMMY Museum through March 2016.
    [Show full text]
  • Mercer Mayer's Little Critter Series, the Queer Art of Failure, and The
    52.1 (2014) Feature Articles: The Biggest Loser: Mercer Mayer's Little Critter Series, the Queer Art of Failure, and the American Obsession with Achievement • Hey, I Still Can’t See Myself! The Difficult Positioning of Two-Spirit Identities in YA Literature • The Invisibility of Lesbian Mother Families in the South Austra- lian Premier’s Reading Challenge • What a Shame! Gay Shame in Isabelle Holland’s The Man Without a Face • Sexual Slipstreams and the Limits of Magic Realism: Why a Bisexual Cinderella May Not Be All That “Queer” • "A girl. A machine. A freak”: A Consideration of Contemporary Queer Compos- ites • A Doctor for Who(m)?: Queer Temporalities and the Sexualized Child The Journal of IBBY, the International Board on Books for Young People Copyright © 2014 by Bookbird, Inc. Reproduction of articles in Bookbird requires permission in writing from the editor. Editor: Roxanne Harde, University of Alberta—Augustana Faculty (Canada) Address for submissions and other editorial correspondence: [email protected] Bookbird’s editorial office is supported by the Augustana Faculty at the University of Alberta, Camrose, Alberta, Canada. Editorial Review Board: Peter E. Cumming, York University (Canada); Debra Dudek, University of Wollongong (Australia); Libby Gruner, University of Richmond (USA); Helene Høyrup, Royal School of Library & Information Science (Denmark); Judith Inggs, University of the Witwatersrand (South Africa); Ingrid Johnston, University of Albert, Faculty of Education (Canada); Shelley King, Queen’s University (Canada); Helen Luu, Royal Military College (Canada); Michelle Martin, University of South Carolina (USA); Beatriz Alcubierre Moya, Universidad Autónoma del Estado de Morelos (Mexico); Lissa Paul, Brock University (Canada); Laura Robinson, Royal Military College (Canada); Bjorn Sundmark, Malmö University (Sweden); Margaret Zeegers, University of Ballarat (Australia); Board of Bookbird, Inc.
    [Show full text]
  • COMEDY WRITING SECRETS, Copyright 2005 © by Melvin Helitzer
    secrets 2nd edition secrets the best-selling book on how to think funny, write funny, act funny, and get paid for it Mel Helitzer with Mark Shatz WRITER'S DIGEST BOOKS Cincinnati, Ohio www. writersdigest.com COMEDY WRITING SECRETS, Copyright 2005 © by Melvin Helitzer. Printed and bound in the United States of America. All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems without permission in writing from the publisher, except by a reviewer, who may quote passages in a review. Published by Writer's Digest Books, an imprint of F+W Publications, Inc., 4700 East Galbraith Road, Cincinnati, Ohio 45236, (800) 289-0963. Second edition. Other fine Writer's Digest Books are available at your local bookstore or direct from the publisher. 09 08 07 06 05 5 4 3 2 1 Distributed in Canada by Fraser Direct, 100 Armstrong Avenue, Georgetown, ON, Canada L7G 5S4, Tel: (905) 877-4411. Distributed in the U.K. and Europe by David & Charles, Brunei House, Newton Abbot, Devon, TQ12 4PU, England, Tel: (+44) 1626 323200, Fax: (+44) 1626 323319, E-mail: [email protected]. Distributed in Australia by Capricorn Link, P.O. Box 704, S. Windsor NSW, 2756 Australia, Tel: (02) 4577-3555. Library of Congress Cataloging-in-Publication Data Helitzer, Melvin. Comedy writing secrets: the best-selling book on how to think funny, write funny, act funny, and get paid for it / by Mel Helitzer with Mark Shatz. p. cm. Includes index. ISBN 1-58297-357-1 (pbk.: alk.
    [Show full text]
  • Politically Correct Language in George Carlin
    Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 5-2020 Politically Correct Language in George Carlin Alan Schultz Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the English Language and Literature Commons Abstract American stand-up comedian George Carlin is notable for his long-standing popularity from the early 60s up until his death in 2008. In this paper, I examine George Carlin’s stance on politically correct language. Focusing on his three books Brain Droppings, Napalm and Silly Putty, and When Will Jesus Bring the Pork Chops?, I show how his attempts to remove himself from a politically correct system ultimately fail as he adheres to his own ideals of language and morality. Using his texts and various work from Stanley Fish to support these claims, I show how Carlin ridicules the redundancies and hypocrisies that exist when groups claim words as their own. While breaking down these claims on political correctness, Carlin implements his own set of values. I show how there is no direct way to escape politicizing language. However, Carlin’s position as stand-up comic allows for a more fluid approach to politically correct language, as it offers a way to shift leanings and explore various forms of ideology permitting audiences a way to think differently about the world around them. POLITICALLY CORRECT LANGUAGE IN GEORGE CARLIN A THESIS Submitted in partial fulfillment of the requirements For the degree of Master of Arts by Alan Schultz Montclair State University Montclair, NJ 2020 Table of Contents Thesis Page 1 Works Cited Page 27 Schultz 1 The 1960s and ’70s were times of massive cultural change for America.
    [Show full text]
  • Disclaimer—& 71 Book Quotes
    Links within “Main” & Disclaimer & 71 Book Quotes 1. The Decoration of Independence - Upload (PDF) of Catch Me If You Can QUOTE - Two Little Mice (imdb) 2. know their rights - State constitution (United States) (Wiki) 3. cop-like expression - Miranda warning (wiki) 4. challenge the industry - Hook - Don’t Mess With Me Man, I’m A Lawyer (Youtube—0:04) 5. a fairly short explanation of the industry - Big Daddy - That Guy Doesn’t Count. He Can’t Even Read (Youtube—0:03) 6. 2 - The Prestige - Teach You How To Read (Youtube—0:12) 7. how and why - Upload (PDF) of Therein lies the rub (idiom definition) 8. it’s very difficult just to organize the industry’s tactics - Upload (PDF) of In the weeds (definition—wiktionary) 9. 2 - Upload (PDF) of Tease out (idiom definition) 10. blended - Spaghetti junction (wiki) 11. 2 - Upload (PDF) of Foreshadowing (wiki) 12. 3 - Patience (wiki) 13. first few hundred lines (not sentences) or so - Stretching (wiki) 14. 2 - Warming up (wiki) 15. pictures - Mug shot (wiki) 16. not much fun involved - South Park - Cartmanland (GIF) (Giphy) (Youtube—0:12) 17. The Cat in the Hat - The Cat in the Hat (wiki) 18. more of them have a college degree than ever before - Correlation and dependence (wiki) 19. hopefully someone was injured - Tropic Thunder - We’ll weep for him…In the press (GetYarn) (Youtube—0:11) 20. 2 - Wedding Crashers - Funeral Scene (Youtube—0:42) 21. many cheat - Casino (1995) - Cheater’s Justice (Youtube—1:33) 22. house of representatives - Upload (PDF) Pic of Messy House—Kids Doing Whatever—Parent Just Sitting There & Pregnant 23.
    [Show full text]
  • George Carlin 1 George Carlin
    George Carlin 1 George Carlin George Carlin Carlin in Trenton, New Jersey on April 4, 2008 Birth name George Denis Patrick Carlin Born May 12, 1937Manhattan, New York, U.S. Died June 22, 2008 (aged 71)Santa Monica, California, U.S. Medium Stand-up, television, film, books, radio Nationality American Years active 1956–2008 Genres Character comedy, observational comedy, Insult comedy, wit/word play, satire/political satire, black comedy, surreal humor, sarcasm, blue comedy Subject(s) American culture, American English, everyday life, atheism, recreational drug use, death, philosophy, human behavior, American politics, parenting, children, religion, profanity, psychology, Anarchism, race relations, old age, pop culture, self-deprecation, childhood, family [1] [2] [2] [3] [4] [5] [2] [5] [2] [5] Influences Danny Kaye, Jonathan Winters, Lenny Bruce, Richard Pryor, Jerry Lewis, Marx Brothers, Mort [4] [5] [5] [2] [5] Sahl, Spike Jones, Ernie Kovacs, Ritz Brothers Monty Python [6] [7] [8] [9] [10] Influenced Chris Rock, Jerry Seinfeld, Bill Hicks, Jim Norton, Sam Kinison, Louis C.K., Bill Cosby, Lewis Black, Jon [11] [12] [13] [14] [15] [16] Stewart, Stephen Colbert, Bill Maher, Denis Leary, Patrice O'Neal, Adam Carolla, Colin Quinn, Steven [17] [18] [19] [19] [20] Wright, Russell Peters, Jay Leno, Ben Stiller, Kevin Smith Spouse Brenda Hosbrook (August 5, 1961 — May 11, 1997) (her death) 1 child [21] Sally Wade (June 24, 1998 — June 22, 2008) (his death) Notable works Class Clown and roles "Seven Words You Can Never Say on Television" Mr. Conductor
    [Show full text]
  • View / Open Ada07-Wpthr-Pea-2015
    2/26/2021 WP:THREATENING2MEN: Misogynist Infopolitics and the Hegemony of the Asshole Consensus on English Wikipedia - Ada New Media ISSUE NO. 7 WP:THREATENING2MEN: Misogynist Infopolitics and the Hegemony of the Asshole Consensus on English Wikipedia Bryce Peake When schools discourage reporting, they collude with many societal forces to cover up sexual violence. Sexual violence thrives on secrecy. – Jennifer Freyd, ’Official Campus Statistics for Sexual Violence Mislead’ (http://america.aljazeera.com/opinions/2014/7/college-campus- sexualassaultsafetydatawhitehousegender.html) Spring 2014 was a long season, marked by a campus-wide anti-rape movement that took off at the University of Oregon (UO). In the wake of a high profile case, administrators callously and robotically rehearsed the “one time is too many” catch phrase that, through its rhetorical singularity, renders campus sexual violence an “isolated issue.” Arguments that UO was somehow unique or unusual in its unsafe environment and unethical public relations approach to public safety became rampant in public forums and the comment sections of online articles. The idea of writing campus sexual violence into Wikipedia was born of these circumstances, growing out of a conversation with campus activists about universities’ efforts to keep campus sexual violence invisible. By increasing the amount of freely available information on the long history of campus sexual violence across the United States, we could provide information for people looking to learn about the ways Oregon was
    [Show full text]
  • Wikipedia's Gender Gap, and What Would Hari Seldon Do About It.Pdf
    Wikipedia’s gender gap, and what would Hari Seldon do about it? Dame Rosie Stephenson-Goodknight OCLC Distinguished Seminar Series ORCID: 0000-0001-5760-0881 Columbus, Ohio, US Wikidata: Q24896970 #OCLCdss @Rosiestep | @wikimediadc 14 November 2018 | CC-BY-SA 4.0 Introduction 2 3 4 “Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge. That's what we're doing.” -Jimmy Wales 5 6 7 8 9 Wikimedia 10 11 Encyclopedia Galactica 12 WWHSD? (What would Hari Seldon do?) 13 Diccionario biográfico, geograf́ico e histórico de Venezuela, Ramón Armando Rodriguez (1957) Women’s biographies 3.6% 14 Wikipedia’s gender bias 15 Participatory gender bias 16 2010 women editors 12.6% 2011 women editors 8.5% 17 2011 Wikimedia Strategic Plan 18 2011 Sue Gardner, Executive Director, Wikimedia 19 2012 Conflict, confidence, or criticism: An empirical examination of the gender gap in wikipedia -Collier & Bear 20 2013 Wikipedia's gender gap and the complicated reality of systemic gender -Adrianne Wadewitz 21 Assumption #1 It is the responsibility of women to fix sexism on Wikipedia. Wadewitz, Adrianne (26 July 2013). “Wikipedia's gender gap and the complicated reality of systemic gender bias Page” Hastac. 22 Assumption #2 Women do not further patriarchal knowledge and power structures. 23 Assumption #3 Women will edit underrepresented topics. 24 Assumption #4 Women will make Wikipedia a nicer place. 25 Assumption #5 Women have free time to dedicate to Wikipedia. 26 2018, women editors = 9% 27 Representation gender bias 28 2018, women’s biographies = 17.67% 29 Associativity of words with gender 30 31 32 #1 Differences in meta-data are coherent with results in previous work, where women biographies were found to contain more marriage-related events than men’s.
    [Show full text]
  • San Diego Public Library New Additions January & February 2010
    San Diego Public Library New Additions January & February 2010 Adult Materials 000 - Computer Science and Generalities California Room 100 - Philosophy & Psychology CD-ROMs 200 - Religion Compact Discs 300 - Social Sciences DVD Videos/Videocassettes 400 - Language eAudiobooks & eBooks 500 - Science Fiction 600 - Technology Foreign Languages 700 - Art Genealogy Room 800 - Literature Graphic Novels 900 - Geography & History Large Print Audiocassettes MP3 Audiobooks Audiovisual Materials Newspaper Room Biographies Fiction Call # Author Title FIC/ABEL Abel, Kenneth. Down in the flood FIC/ABERCROMBIE Abercrombie, Joe. Best served cold [SCI-FI] FIC/ABRAHAM Abraham, Daniel. The price of spring FIC/ACKROYD Ackroyd, Peter The casebook of Victor Frankenstein [MYST] FIC/ADAMS Adams, Jane The power of one FIC/ADIGA Adiga, Aravind. The white tiger FIC/AHERN Ahern, Cecelia The gift [MYST] FIC/ALBERT Albert, Susan Wittig. Spanish dagger FIC/ALBOM Albom, Mitch For one more day FIC/ALBOM Albom, Mitch The five people you meet in heaven [MYST] FIC/ALEXANDER Alexander, Tasha A poisoned season FIC/ALLENDE Allende, Isabel. Daughter of fortune FIC/ALLENDE Allende, Isabel. Inés of my soul FIC/ALVAREZ Alvarez, Julia. In the time of the butterflies FIC/AMMANITI Ammaniti, Niccolò As God commands FIC/ANTHONY Anthony, Jessica The convalescent FIC/ANTON Anton, Maggie. Rashi's daughters. Book III, Rachel [MYST] FIC/APODACA Apodaca, Jennifer. Dying to meet you FIC/ARMSTRONG Armstrong, Kelley. Living with the dead FIC/ARSENAULT Arsenault, Emily. The broken teaglass FIC/ARSENAULT Arsenault, Mark. Loot the moon FIC/ATKINSON Atkinson, Kate. Case histories FIC/ATWOOD Atwood, Margaret Bodily harm FIC/ATWOOD Atwood, Margaret The blind assassin FIC/ATWOOD Atwood, Margaret The year of the flood FIC/AUEL Auel, Jean M.
    [Show full text]
  • Wikipedia @ 20
    Wikipedia @ 20 Wikipedia @ 20 Stories of an Incomplete Revolution Edited by Joseph Reagle and Jackie Koerner The MIT Press Cambridge, Massachusetts London, England © 2020 Massachusetts Institute of Technology This work is subject to a Creative Commons CC BY- NC 4.0 license. Subject to such license, all rights are reserved. The open access edition of this book was made possible by generous funding from Knowledge Unlatched, Northeastern University Communication Studies Department, and Wikimedia Foundation. This book was set in Stone Serif and Stone Sans by Westchester Publishing Ser vices. Library of Congress Cataloging-in-Publication Data Names: Reagle, Joseph, editor. | Koerner, Jackie, editor. Title: Wikipedia @ 20 : stories of an incomplete revolution / edited by Joseph M. Reagle and Jackie Koerner. Other titles: Wikipedia at 20 Description: Cambridge, Massachusetts : The MIT Press, [2020] | Includes bibliographical references and index. Identifiers: LCCN 2020000804 | ISBN 9780262538176 (paperback) Subjects: LCSH: Wikipedia--History. Classification: LCC AE100 .W54 2020 | DDC 030--dc23 LC record available at https://lccn.loc.gov/2020000804 Contents Preface ix Introduction: Connections 1 Joseph Reagle and Jackie Koerner I Hindsight 1 The Many (Reported) Deaths of Wikipedia 9 Joseph Reagle 2 From Anarchy to Wikiality, Glaring Bias to Good Cop: Press Coverage of Wikipedia’s First Two Decades 21 Omer Benjakob and Stephen Harrison 3 From Utopia to Practice and Back 43 Yochai Benkler 4 An Encyclopedia with Breaking News 55 Brian Keegan 5 Paid with Interest: COI Editing and Its Discontents 71 William Beutler II Connection 6 Wikipedia and Libraries 89 Phoebe Ayers 7 Three Links: Be Bold, Assume Good Faith, and There Are No Firm Rules 107 Rebecca Thorndike- Breeze, Cecelia A.
    [Show full text]