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Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.

This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.

The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.

Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.

Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.

As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.

This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.

The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures.

Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage.

In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness.

By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.

This article examines the role and contribution that market research played in the development and launch of Midland Bank's savings account for children, Griffin Savers.

Purpose – We make a case for bridging two types of logics – analytic and dialectic – for explaining processes of social-historical change, and maintain that a successful bridge between these two logics depends on a variety of conditions and most especially the type of analytic logic or model one employs for capturing dynamic processes.

Methodology/approach – Conventional models of social change processes typically presuppose ergodic social worlds and are problematic as analytic approaches generally and most certainly are not fertile grounds for feeding dialectic theorization. Instead, we propose modeling dynamic processes that begin by assuming a nonergodic social world – one in flux, one that is nonrepeating, one within which model process and parameter structures are historically contingent and change with time, one that is autocatalytic, creating and changing its own possibilities.

Findings – We develop the line of thinking adumbrated above and illustrate these modeling strategies with empirical examples from US labor movement history. Results from these examples lend much weight to our proposals. Thus, this chapter demonstrates that concerns about the use of ergodic assumptions and about greater use of dialectical reasoning when studying social processes are not idle speculations within theoretical commentaries but have practical consequences in the conduct of research and the building of better theory.

Research limitations/implications – To approximate such an approach, social scientists should avoid cross-sectionalist and longitudinal modeling strategies that presuppose stability and homogeneity in parameter and process structures. Homogeneity and stability in parameter and process structures should be demonstrated, not assumed.

Originality/value – Rather than accepting the alienated spheres of social science analytics and dialectic theory, our proposal presupposes nonergodic social worlds and takes pragmatic steps for estimating analytic models that are more amenable to dialectic reasoning. Models that take nonergodicity seriously not only have the potential to produce better, historically grounded analytics but are also best suited to bridge with dialectic logic, thus taking advantage of the strengths of both forms of logic.

This chapter traces the history of digital libraries (DLs) in the United States through the funding sources that have supported DL research and development over the past decade and a half. A set of related questions are addressed: How have the mission and goals of funding agencies affected the types of projects that have been funded? What have been the deliverables from funded projects and how have the goals of the funding agencies shaped those deliverables? Funding agencies have exerted strong influence over research and development in DLs, and different funding agencies have funded different types of projects, with varying sets of concerns for driving the various fields that feed into DLs. This chapter will address the impact that DL funding has had on the development of research in the field of Library and Information Science, as well as on the practice of librarianship.

This study investigates the time‐series properties of operating cash flows per share and earnings per share for all manufacturing firms on the Compustat Quarterly Industrial tape for which sufficient data are available. Both individually‐identified and “premier” models are compared on the basis of their relative fit and forecasting accuracy. The empirical results suggest that for both accounting variables the individually‐identified models outperform the premier models, although this advantage is larger for earnings, and for forecast horizons beyond one quarter ahead. A major conclusion of the study is that the time‐series properties of cash flows are quite different than those of earnings. In particular, the cash flow series are considerably less predictable, as shown by their relatively high incidence of white‐noise series and relatively large forecast errors.

In new product development (NPD), the early phase is considered to be one of the greatest opportunities for improving the overall process, where intensive collaboration between marketing and R&D is essential. Nevertheless, previous studies indicate the difficulties of creating a thorough concept during the early phase. This paper aims to contribute to understanding why concept creation is difficult during the early phase of NPD.

This case study involves a single company, and is based on a combination of participant observations and interviews. The participant observations are based on an ethnographic method and the interviews on a hermeneutic approach.

The findings suggest that the difficulties in creating a strong concept during the early phase are related to the negative conflicts arising between marketing and R&D. The underlying cause of such conflicts can further be related to the strong interdependencies existing between the functions. Achieving a better understanding of the interdependencies and the different functional views may reduce the negative conflicts which otherwise tend to become barriers to the far‐reaching integration needed to develop a thorough concept.

As this study is based on a single case, further research is needed in this field in other industries.

Cooperation between functions, as advised in the literature, is not enough and needs to be expanded to cover perspective making and perspective taking in order to move away from the many non‐productive conflicts arising during the early phase as well as create thorough concepts.

This paper bridges different bodies of theories related to concept creation and identifies a gap in the existing theories concerning NPD and the early phase.

The purpose of this paper is to explore why the use of a particular qualitative method, walking, failed in a given context, the Chile of contemporary unrest.

The paper explores walking methodologies from a critical cultural perspective.

The article argues that context as socio-material entanglement, or people's relation to place, in a volatile situation, requires strong participatory engagement to enable productive outcomes and also that one can learn from the failure to generate such engagement.

The article suggests that enhanced participant involvement in experimental design (here a walking event) is necessary when the situation on the ground is conflict-ridden. It also suggests that explicitly articulating one's outsider position may facilitate productive exchanges in volatile contexts. The article further suggests that failure of method is a neglected but useful topic in qualitative research.

Although walking methodologies frequently claim to be participant-centered, they are not always organized in that manner. If they are not, they risk undermining the democratic potential of alt-meths that is of particular importance in volatile contexts.

Failure of method is rarely reported on. The paper addresses that knowledge gap.