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The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups.

The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding.

This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants.

The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves.

The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.

Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.

Creating a Bibliographic Workstation for Scientists and Engineers. A library workstation, in its simplest form, is a computer that provides access to bibliographic information transparently in spite of its myriad forms. The conceptual kernel of this workstation is, more or less, a machine designed by, and for the use of, librarians and their staff, obstensibly to care and feed a bibliographic database. Suppose we expand our ideas on this particular kind of computer in order to invent a special species that will meet the demands of a critical clientele, for specialized literature.

The purpose of the chapter is to elaborate the theory of academic capitalism by focusing on rarely examined forerunners of academic capitalism: namely, business schools.

A research-based essay.

The findings emphasize that there are different forms of academic capitalism. Our example from Dubai context shows how more extreme form of academic capitalism, which we label Acamanic Capitalism, developed as a result of free educational markets.

The chapter provides scholarly value through novel conceptualization. The phenomenon of acamanic capitalism should also be acknowledged in academia and in critical management education.

The purpose of this paper is to describe “what happened” with round two of the implementation of Learning 2.0 with a large and diverse group of library staff at Edith Cowan University (ECU) Library during 2007/2008.

A previous paper reported on a study of the suitability of the 23 Things Learning 2.0 program for a small group of early adopters in the ECU Library. This follow‐up paper reports challenges that library management faced when the remaining staff were given the 23 Things Learning 2.0 program. All remaining library staff members were encouraged to undertake the program, but take‐up was not strong and only 25 per cent of staff completed the program. At the conclusion of round two of Learning 2.0, all staff were surveyed to find out reasons for completion or non‐completion, what types of technologies they needed support with, and how they wished to learn about the emerging/Web 2.0 technologies.

From the observations and survey responses in this study it was found that while Learning 2.0 was a suitable program, some staff required extra time and a more hands‐on approach to their workplace learning.

The paper is unique in that it follows up on previous research at the same institution, and reveals new findings.

The large pool of female labour has become increasingly important to industry. But as competition hots up, firms find that more than equal pay is needed to attract the women. Factory creches have been successful. Leslie Kenton investigates.