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The purpose of this study is an exploration of stories told by multilingual students participating in a literacy project in a secondary English course as part of a larger three year practitioner inquiry study, in which the author analyzed students’ literacy project to create a culturally responsive English curriculum. In this paper, the stories of two participating students were examined to derive ideas for an English curriculum in which students’ assets, such as cultural heritage and religious traditions, are recognized and honored.

Two objectives of the study were to learn about my students’ assets and to use them to complement the district-mandated texts in ways that honored students’ cultural traditions and accumulated knowledge. This paper focuses on an artifactual literacy project paired with reading the novel To Kill a Mockingbird in an English course for emergent bilinguals, in which the modified curriculum highlighted their experiences and traditions.

Two themes emerged from the analysis. First, religious communities are often valuable to emergent bilingual students. Second, although borders often separate the families of these students, they continue their religious traditions with those in their new communities in the USA, whose members have also carried traditions across borders to honor and preserve their families’ cultures, languages and religions in new places.

Religion is rarely discussed in public school English classrooms. This research project demonstrates the value of artifacts in secondary classrooms which provide a space for students to discuss personally meaningful religious and cultural literacy practices.

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

The purpose of this study is to investigate genetically modified food labeling effects on dietary restrained consumers’ perception and purchase intention based upon various labels and food type – whole versus processed.

A 2 (food type: whole vs processed) × 2 (product label: genetically modified organism [GMO] vs nongenetically modified organism [non-GMO]) research design was used in two steps. In the first step, the authors distributed 1,000 surveys, of which 858 surveys were used, and in the second step, the authors distributed 1,000 surveys and were able to use 891 surveys.

Results show that respondents with higher levels of dietary restraint have higher levels of perceived healthfulness. In addition, respondents with higher perceived healthfulness levels have a higher level of purchase intention for whole/GMO products, whole/non-GMO products, processed/GMO products and processed/non-GMO products. Moreover, the results show that individuals have higher purchase intention for whole/non-GMO than the whole/GMO products, whole/GMO than the processed/non-GMO products and processed/non-GMO than the processed/GMO products.

A future longitudinal study with assigned tracking numbers is suggested. Given that four different blocks were randomized, comparing data among individual participants would be interesting, as the ability to compare responses would be feasible among the four separate blocks.

The results of this study may assist the government in policy development, food manufacturers in labeling techniques used and consumers by increasing transparency and information availability.

This paper aims to survey the current landscape of artificial intelligence (AI) applications in higher education institutions (HEIs) and recommend future directions.

This paper reviews the recent trends, showcases the applications and provides future directions through a review of current uses of AI in HEIs.

The results of this study highlight successful applications of AI technologies in three main areas of college operation: student learning experience; student support; and enrollment management.

This review has important implications for early adopters of AI by HEIs in providing a competitive advantage. The limitation lies in the scope of the review. It is not comprehensive and does not cover other areas of college operations.

This is the first review about AI in higher education. It is of value in building future research and serving as a framework for AI applications in HEI.

This paper aims to provide a systematic review of evaluations of public health and social marketing campaigns reporting the use of sports sponsorship. Sports sponsorship is a key health promotion strategy, yet academic literature on the use of sponsorship in social marketing and public health is surprisingly limited.

Seventeen studies were identified following systematic literature review procedures.

Coupling of social marketing and public health sponsorship with changes in policies in sporting clubs and associations offers an effective means to achieve desired outcomes, e.g. behaviour change.

The analysis presented in this review included information that was reported in the identified studies, which might be an incomplete representation of work undertaken but not reported. All of the studies identified in this review were conducted in English-speaking countries. Considerable opportunity for future research is apparent, and areas for future research are outlined.

Limited evidence was available, and additional research examining the effectiveness of sponsorship in attaining behavioural change is urgently needed. Future studies should assess the role, scope of involvement in, aims and benefits of non-government sponsors of public health and social marketing campaigns; use methods that do not rely on self-reporting, such as observations; and explore the influence of health sponsorship on attitudes, social norms and behaviours.

This is the first study to provide a systematic review of the use of sports sponsorship in public health and social marketing.

The purpose of this study is to continue research and development of the ECAD-P learning system with an emphasis on developing a scalable unit for testing in a larger number of more diverse correctional settings. There are almost 2.3 million US persons incarcerated. Geriatric and end-of-life (EOL) care in corrections is not as equitable as care in the free world. Technological delivery of geriatric training to staff through computer-based learning (CBL) offers a novel approach to improve care and reduce disparities among those who are most vulnerable during confinement.

This mixed methods study built an interactive CBL for multidisciplinary staff to address EOL and geriatric issues in prisons. The CBL was iteratively built and tested prior to launching a full-scale evaluation using a pre/post-intervention design.

Evaluation of the CBL occurred at 7 sites (i.e. 6 state prisons and 1 prison health-care vendor). A total of 241 staff were recruited with 173 completing post-tests. Outcomes were knowledge acquisition regarding care for aging and dying incarcerated persons (i.e. cognitive measure) and attitudes, motivations and values for providing care (i.e. affective measure). Cognitive and affective post-tests were significantly better than at pre-test (all ps < 0.01). ANCOVAs revealed no significant differences for sex or ethnicity.

Outcomes reveal that the CBL is acceptable, feasible and usable in corrections. Staff improved their knowledge after receiving the training. Correctional settings face increasing pressures to better address the health care and management needs of aged, chronically ill and dying incarcerated persons. This e-learning holds promise to contribute to better preparation of corrections staff to effectively care for these populations.