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Transmedia – a single experience that spans across multiple forms of media – is still a new media in the educational landscape and therefore may pose a challenge to educators wanting to create opportunities for interactive media communications in their classrooms. In this chapter, we share an instance in which a university professor introduced transmedia to support graduate student learning to encourage inquiry, critical thinking, problem solving, creativity, contemplation, and critical discourses. Further, we examine how two of the graduate students took their learning a step further by designing and creating a model transmedia lesson tailored for the 6th grade Social Studies classroom. This chapter provides a theoretical framework within which transmedia may be used: Learning and teaching as communicative actions theory – LTCA.

Case study research frequently includes collecting and interpreting stories individuals tell about their lives and event that they believe that they know about. Chapter 3 discusses storytelling theory and describes case study research in consumer behavior of stories that consumers tell about buying and using products and services. Storytelling is pervasive through life. Much information is stored, indexed, and retrieved in the form of stories. Although lectures tend to put people to sleep, stories move them to action. People relate to each other in terms of stories — and products and brands often play both central and peripheral roles in their stories. To aid storytelling research in consumer psychology, this chapter develops a narrative theory that describes how consumers use brands as props or anthropomorphic actors in stories they report about themselves and others. Such drama enactments enable these storytellers to experience powerful myths that reflect psychological archetypes. The chapter includes findings from case study research that probes propositions of the theory. Implications for consumer psychology and marketing practice follow the discussion of the findings.

This chapter will examine the basis for the teaching of integrity-based competencies to prison officers as part of their training. This training underpins the performance of prison officers in the execution of their daily workplace duties, and forms a part of the ‘Sustainable Justice’ approach to rehabilitation. At the heart of this approach is a desire to understand and explain how a prison officer can be taught to go beyond what is the basic requirement in their tasks, in order to deliver the ‘safe, secure and humane’ service required of them in the Irish Prison Service (IPS) Mission Statement. The degree of success in achieving this form of elevated integrity within the prison can be seen to impact upon the lives of the prisoners in the officer’s care, and on wider society as a whole.

This chapter will also discuss mentoring as a key form of learning within the prisons. While the world of the prison is one which is closed to many in society, the author gained insights when he worked as an ‘embedded sociologist’, working as the senior academic on the IPS recruit training programme for five years between 2008 and 2013 within Ireland’s prison system. Here, he used his academic experience to put together an award-winning academic programme with his colleagues and senior IPS training staff. This experience provided him with valuable sociological understandings into the hidden world of the Irish prison system, as well as the officers who work behind their walls.

Leadership is often challenged to provide a sense of continuity in spite of disruptive changes caused by strategic (managed) and external (un managed) processes. The authors reflect on their experience as organisation development consultants to a multinational merger and integration of three companies – part of a 15-year series of industry re-structuring. The authors focus on one intervention, showing how the situation displayed characteristics common in TV serials (soap operas). The authors describe an intervention informed by this analysis, offerings brief vignettes followed by a more extended explanation of how soap opera norms can be more widely applied to organisation and leader development.

The chapter summarizes existing conceptualizations of emotional regulation and extends existing organizational behavior literature that focuses on emotional labor by the introduction of two processes new to the literature: emotional contagion exchange (ECX) and emotional restorying of labor. More specifically, emotional restorying may allow employees to cope with emotional contagion by converting surface-level acting to deep-level acting, in ways which benefit both employees and organizations. In explaining this process, this chapter constructs a model of multiple interplaying processes.

This story tells a version of my life as an ethnographer and symbolic interactionist. From an early age, I was intrigued by how people interacted and created meaningful worlds for themselves and by my own motives, actions, thoughts, and feelings. Later, as a student of sociology, my eyes were opened to the macro forces that constrained, liberated, and influenced actions, identities, and performances. Eventually, I located myself on the margins of sociology, as I experienced the constraints of mainstream sociology and how this perspective limited what and how I could study and write. I was drawn to a wider interdisciplinary community of scholars who examined experience more concretely and emotionally, and I began to work comfortably in the spaces between social science and literature, self and other, research and story. I now view myself more as a writer communicating heartfelt stories for the purpose of opening up and evoking conversations and emotional responses from readers than a reporter giving an account of what she has seen, heard, and analyzed from a distance, a researcher who works with others rather than one who collects data on them. In my current collaborative witnessing project with Holocaust survivors, I have come full circle, connecting macrohistory and structure with personal storytelling and integrating my sociological eye with a communicative heart.