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The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.

This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4-6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided.

Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."

Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students' brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students' creativity.

The purpose of this work is the study of laser cleaning of historical paper. The effect of laser exposure of the paper reflectance, fracture resistance and acidity was investigated. The paper surface roughness before and after laser treatment was analyzed by optical and scanning electron microscopy. It was shown that use of multi-pulse micromachining in combination with high-speed scanning of laser beams provides high safety for paper cleaning. The optimal parameters of laser radiation for effective and safe cleaning are a power density of about 2 × 105 W/cm2 at a wavelength of 1.06 μm, pulse repetition rate is 20 kHz; and a beam scanning speed of 200 mm/s–500 mm/s. The selective laser cleaning method for books and documents was proposed. Selective cleaning is achieved by means of high-precision control of the trajectory of movement of laser beams.

In the sixteenth century in Valencia, Spain, Juan Lorenzo Palmireno wrote self-help manuals aimed at the 'literate country lad of slender means and few connections who plans to better his lot by moving to the city', in the words of Richard Preto-Rodas. In Estudioso de aldea (1571) and its sequel El estudioso cortesano (1573), Palmireno guides his rustic reader in the art of self-fashioning and the presentation of a polished image, in speaking well to prosper in his urban milieu. The success of his books provides a historical, real-life connection to the struggles of many literary characters of the period, including Sancho Panza's social-climbing ambitions, pícaros and pseudo-pícaros, courtiers and would-be courtiers. Today, the pragmatic objective to articulate clearly and project an image of culture, sophistication and clear thinking dovetails with students' aims with their university education. At a time of crisis in the humanities, with student debt making US academia increasingly vocational, convincing students of the importance of studying Early Modern Spanish literature can be challenging. Palmireno's manuals are immediately relatable given the parallels to students' educational goals and views on the purpose of a liberal arts education, and they give historical context to the 'great works' of Golden Age Spanish literature. [ABSTRACT FROM AUTHOR]

Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his "Structure of Scientific Revolutions" (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.

Purpose: This paper aims to evaluate children's literature that focuses on body size issues for elementary readers. Design/methodology/approach: The paper used an evaluative tool based on three categories: content, audience and other considerations. Findings: The evaluative tool was used to evaluate six children's books identified as critical literature supporting body image. The books evaluated focused on body image but were also tied to other themes such as body positivity, body neutrality, self-love, acceptance, diversity and inclusivity. All books acknowledged and celebrated the uniqueness of varied body types. Research limitations/implications: Because of the number of books evaluated, the evaluative results may lack generalizability. Therefore, researchers are encouraged to evaluate other critical children's literature focused on body image. Practical implications: The paper offers recommendations for parents, teachers and schools. Originality/value: This paper encourages the need for parents, teachers and schools to help children embrace body positivity and neutrality so that they would love their skin.

This paper explores the following questions: What is reading all about, as our technical milieu becomes increasingly digital and our reading increasingly automated? What is entailed in closely reading a book, in studying and handling the book as an object? And what is the role of philosophy--and in reading philosophy--as we grapple with new technical modes of reading? Guided by philosopher Gilbert Simondon, this paper compares the language heuristics of large language models (LLM) with human reading practices, revealing parallel and diverging technical tactics, with the aim of increasing our understanding of how and why these algorithms are part of our technical reality. This comparison moves beyond concerns with automation and alienation, using Simondon's notions of technicity and transindividuality to philosophically analyze the nature of collaborative reading in a distraction economy, and the extent to which transformer neural network models achieve an implicit embodied or grounded sense of language-use.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.

This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide practitioners with a safe space in which to examine, reaffirm and extend their current knowledge base and classroom practices with the intention of engaging with ideas that may be unfamiliar or potentially daunting. At the core of its design, was the desire to provide 'grassroots' professional learning opportunities which recognise and honour the participants' professional acumen and in turn, build their confidence. Data was gathered via the creation of voice files in response to a short post-project questionnaire. This was supplemented by the on-line discussion threads that took place during each weekly workshop session. Overall, the study was found to be affirming while also bringing a sense of welcome camaraderie from across various schools. Encouragingly, it was found that the ideas explored were authentically-applicable to the classroom without the weight of extraneous paperwork or arduous study commitments.

Institutional discovery environments now serve as central resource databases for researchers in the academic environment. Over the last several decades, there have been numerous discovery layer research inquiries centering primarily on user satisfaction measures of discovery system effectiveness. This study focuses on the creation of a largely automated method for evaluating discovery layer quality, utilizing the bibliographic sources from student research projects. Building on past research, the current study replaces a semiautomated Excel Fuzzy Lookup Add-In process with a fully scripted R-based approach, which employs the stringdist R package and applies the Jaro-Winkler distance metric as the matching evaluator. The researchers consider the error rate incurred by relying solely on an automated matching metric. They also use Open Refine for normalization processes and package the tools together on an OSF site for other institutions to use. Since the R-based approach does not require special processing or time and can be reproduced with minimal effort, it will allow future studies and users of our method to capture larger sample sizes, boosting validity. While the assessment process has been streamlined and shows promise, there remain issues in establishing solid connections between research paper bibliographies and discovery layer use. Subsequent research will focus on creating alternatives to paper titles as search proxies that better resemble genuine information-seeking behavior and comparing undergraduate and graduate student interactions within discovery environments. [ABSTRACT FROM AUTHOR]