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Learning about research ethics and research integrity is greatly facilitated by case studies, which illuminate, ground and personalise abstract questions. This paper argues that fiction can provide similar learning experiences, incarnating ethical dilemmas through a medium that is highly accessible yet sophisticated in its depictions of how researchers behave. Examples of fictional illustrations are given to illustrate various themes such as animal experimentation, exploitation of the vulnerable, researcher bias and research fraud.

The authors, Ling and Sally, were participant observers (Spradley, 2016) of a Chinese-English bilingual virtual book club set up to build cultural connections and literacy skills for families during the [...]

For people with symptoms that could indicate cancer, prompt presentation to a health care practitioner facilitates early diagnosis, improves survival, and is encouraged by public health agencies and cancer charities. Nevertheless, time to presentation from symptom onset (the patient interval) is known to vary widely. We report findings from a mixed-methods study examining help-seeking among people with symptoms of lung or colorectal cancer. Patients referred for urgent investigation were invited to complete a questionnaire about their symptoms and help-seeking experiences; 26 of these participants then took part in a semi-structured interview. Discrepant accounts of help-seeking were reported through the different research methods, with longer 'patient intervals' reported in interviews. We use the concept of 'public and private accounts' to reflect upon why socially conforming accounts of early presentation were presented in the questionnaires, whilst accounts of longer 'patient intervals' tended to be presented within an interview encounter.

An extensive focus on written language in early literacy instruction and assessment for emergent bilinguals places students at a disadvantage since they are learning English as a new language. Typically, classroom instruction has a narrow view of literacy and is dominated by a focus on tested skills, with little emphasis on the diverse backgrounds and experiences of today's students. In order to value the rich meaning-making process that emergent bilinguals bring with them to the classroom, this article explores the ways in which technology affords multimodal composing opportunities. A case of one emergent bilingual, Alon, whose home language is Tagalog, is presented to showcase his text productions as responses to children's literature. The findings help extend an understanding of articulating meaning through talk, contributions of written language, and the importance of the visual mode. This case helps educators see the need to take into account a cohesive portrait of composing processes as a way to make sense of the strengths of emergent bilingual students in English-only classrooms.

Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical tools must be used to support these students as meaning makers and composers. In this study, we investigated how a group of first-grade emergent bilinguals used word prediction software as they created digital compositions over the course of a year. The results suggest several positive ways, such as basic spelling support, extended written responses, and additional opportunities to practice reading, that this digital tool enhanced the meaning-making process of emergent bilingual writers. Recommendations for educators to implement word prediction software in classrooms are included.

Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance secondary students' comprehension of expository text and to increase student engagement in content classes. The routine includes explicit, teacher-directed instruction and incorporates before-, during-, and after-reading activities using modeling and guided practice. A scenario of a secondary teacher implementing the proposed self-questioning strategy routine in a social studies course is presented.

Purpose: The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children's literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach: An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings: The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children's literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value: This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.

Young children read wordless books as an important early literacy learning activity. This study explores oral narrative construction and image reading of a wordless book by six K-2 children. Through a cross-case analysis, the results indicate growth of coherence and cohesion building in the verbal narratives across grade levels, as well as a complexity of image reading as children make connections to their lifeworlds and actively use their social imaginations. [ABSTRACT FROM AUTHOR]

There is a need to gain insight into the ways technology positively impacts the literacy development of young children learning English as a new language given public scrutiny about the use of technology in early childhood classrooms. When thinking about the future, being multiliterate is important and requires learners to make, remake, and interpret signs in multiple modes [Rowsell and Harwood, 2015. "'Let it Go': Exploring the Image of the Child as a Producer, Consumer, and Inventor." "Theory into Practice" 54 (2): 136-146]. This study builds on understanding communication from a multimodal perspective that sees the child as an active agent in their own learning. Twelve second-grade (ages seven and eight) emergent bilingual students responded to children's literature through video posts over the course of a school year. The findings indicate the essential role of semiotic resources in terms of student agency, feedback, identity, and digital play. The types of interactions that emergent bilingual students engage in using technology impacts literacy learning and pushes back against school curricula with a print-centric focus.

Despite a substantial body of research on young people's wishes about the content and delivery of sex and relationships education (SRE), studies still indicate dissatisfaction with the way lessons are provided. This discussion takes place in a public health context where young people's sexual activity is viewed negatively as a risk to health, and advice focusses on the need to prevent unwanted pregnancies and sexually transmitted infections. This focus on risk clashes with cultural representations of sexuality, and particularly male sexuality, which focus on pleasure and risk taking. In this paper, we present insights from workshops provided by a local charity to boys aged 14-15 in a school in one of the most deprived areas in Edinburgh, Scotland. We held four focus groups with a total of 20 boys and interviewed the workshop providers and the school guidance teacher. The boys valued having men from outside school talking to them about sex and relationships in ways that made them feel respected. They were keen to learn more about relationships, highlighting the need to focus on how SRE is delivered to young working class men.