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This chapter centers the investigation and findings of a participatory action research (PAR) study designed and implemented by four language arts teachers in Albuquerque, New Mexico. Using collaborative inquiry as a means of interrogating personal text selection practices for diverse groups of Albuquerque students, the teachers involved in this study came to understand their text selection as an ongoing struggle among historical traditions in the teaching of English, current critical perspectives within that field, and their own early experiences with literature. The findings of this PAR study emphasize the importance of using community-based research as a means of exercising teacher intellectual autonomy as well as the responsibility of practicing language arts teachers to investigate and reflect on text selection.

This chapter documents a commitment to culturally responsive teaching through the implementation of multimodal text sets in English language arts teacher education. Using a communities of inquiry framework inspired by justice-driven approaches to literacy learning, preservice teachers at New Mexico State University designed curriculum and instruction that considered the importance of students' digital literacies to meaning-making and communication. Through the presentation of a course unit that explores how multimodal text sets inspire literacy learning that is culturally relevant for students whose racial, linguistic, and cultural identities are often absent in mainstream school curricula, this chapter highlights the notion that digital literacies are accessible to and supportive of the minority serving educational institutions of New Mexico. Preservice teachers first considered what topics sparked their curiosity or inspired them to step into learning before exploring topics to which their future students will be drawn to investigate in language arts. Integrating two frameworks for creating text sets, preservice teachers then selected a targeted, canonical text around which to build their sets and supported it with multimodal scaffolding texts. Following the work and reflections of one focal student, this chapter offers unit descriptions, snapshots, and implications of personalized literacy experiences with creating inquiry-based, multimodal text sets in a secondary methods course.

With the rise of alternate discovery services, such as Google Scholar, in conjunction with the increase in open access content, researchers have the option to bypass academic libraries when they search for and retrieve scholarly information. This state of affairs implies that academic libraries exist in competition with these alternate services and with the patrons who use them, and as a result, may be disintermediated from the scholarly information seeking and retrieval process. Drawing from decision and game theory, bounded rationality, information seeking theory, citation theory, and social computing theory, this study investigates how academic librarians are responding as competitors to changing scholarly information seeking and collecting practices. Bibliographic data was collected in 2010 from a systematic random sample of references on CiteULike.org and analyzed with three years of bibliometric data collected from Google Scholar. Findings suggest that although scholars may choose to bypass libraries when they seek scholarly information, academic libraries continue to provide a majority of scholarly documentation needs through open access and institutional repositories. Overall, the results indicate that academic librarians are playing the scholarly communication game competitively.

This writing is performed with and about disappointment in moments of failed research and teaching. The bulk of this chapter was written some years ago and describes, reflects on, and analyzes a self-study inquiry about the phenomenon of pedagogical reading. Having returned to and studied this earlier work, I offer a posthuman postscript that rereads the initial inquiry primarily through the work of Deleuze. Rereading intimate scholarship through a post-human lens decenters the self as knower, writer, and teacher, making possible otherwise ways of imagining reading, writing, and studying together. In my case, posthumanism provides tools for rereading two concepts offered for understanding teaching literature, naked and belated pedagogy. While these concepts were somewhat productive in helping me understand what I was experiencing as a researcher and writer, they reproduce and justify traditional, text-centered teacher identities and practices. They are a product of and themselves reproduce what Deleuze and Guattari (2003) called “arborescent” thinking. Ultimately, naked and belated pedagogies reinforce traditional curriculum practices, sidestep students’ lives, and position the teacher as final authority in matters of curriculum control and interpretation. Disappointment includes those affections and emotions that arise through a posthuman rereading of the research scene – including what I, the researcher and teacher, failed to do, say, think, and teach.

Postmodernism presently enjoys some following in organizational studies. However, a close examination of some of the main postmodernist contributions to organizational studies shows that they suffer from many damaging problems. Accordingly, organizational studies should not utilize the postmodernist approach.

This study aims to delve into the varying impacts of different types of emotions conveyed through retailers' review request texts on consumers' intention to write a review.

To verify the relationships between these variables, two laboratory experiments were conducted in this study.

The findings indicate that when accompanied by an objective statement, texts that evoke empathy and favor have a positive influence on consumers' inclination to write a review. Moreover, by examining the underlying mechanism, this study uncovers two interconnected mediators, namely persuasive intent and cognitive (affective) resistance, along with empathy and helping intention. Additionally, the study explores the moderating role of customer satisfaction with the product, shedding light on the contextual factors that influence the effects of emotional cues in review texts.

This research contributes to the literature and practice by focusing on the process of retailers' generating online reviews. This is one of the first studies to systematically examine the effects of emotional text in retailers' review request on consumers' reviewing intention from the perspective of emotional evocation. The experimental findings and the underlying mechanisms emphasize the impact of different types of emotions in retailers' review requests texts on consumers' reviewing intentions. It can help retailers better understand the psychological reactions of consumers when they ask reviews, which provide theoretical support for retailers to design more reasonable asking texts.

The increasing importance and proliferation of text data provide a unique opportunity and novel lens to study human communication across a myriad of business and marketing applications. For example, consumers compare and review products online, individuals interact with their voice assistants to search, shop, and express their needs, investors seek to extract signals from firms' press releases to improve their investment decisions, and firms analyze sales call transcripts to increase customer satisfaction and conversions. However, extracting meaningful information from unstructured text data is a nontrivial task. In this chapter, we review established natural language processing (NLP) methods for traditional tasks (e.g., LDA for topic modeling and lexicons for sentiment analysis and writing style extraction) and provide an outlook into the future of NLP in marketing, covering recent embedding-based approaches, pretrained language models, and transfer learning for novel tasks such as automated text generation and multi-modal representation learning. These emerging approaches allow the field to improve its ability to perform certain tasks that we have been using for more than a decade (e.g., text classification). But more importantly, they unlock entirely new types of tasks that bring about novel research opportunities (e.g., text summarization, and generative question answering). We conclude with a roadmap and research agenda for promising NLP applications in marketing and provide supplementary code examples to help interested scholars to explore opportunities related to NLP in marketing.

Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level achievement. Given the challenges of contemporary schools – mandated curricula, intensive monitoring and intervention, high-stakes testing, and increased student diversity – teachers are expected to incorporate research-based practices in sophisticated ways. This chapter challenges teachers to assess and enhance their instructional effectiveness.

Approach – This chapter explores ways for teachers to make literacy assessment and instruction more appropriate, productive, and successful, which requires that teachers expand their repertoire of methods and consider ways to deliver instruction expeditiously.

Content – Examples of inefficient practices preface a discussion of some common hindrances to more streamlined instruction. The chapter demonstrates the use of literacy assessment to support more flexible instructional activities, focusing on literacy delivery modes that align with increasingly more difficult text. Subsequent discussion details numerous literacy experiences, including variations of teacher-led, collaborative, guided, partner, and student-led reading. Seven guidelines are presented. The conclusion summarizes an example of how a reading coach used assessment to synthesize an effective intervention to support the marked improvement of a third-grade reader.

Implications – The chapter's goal is that teachers consider ways to combine experiences that increase effectiveness, efficiency, and engagement. Readers can explore ways to use assessment to improve their instruction. Numerous suggestions and activities accompany the discussion.

Value – The chapter content challenges teachers to streamline and sophisticate their literacy instruction and demonstrates ways to combine literacy experiences that foster student achievement and engagement.