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This chapter reports on a social living lab project that sought to foster digital participation in a regional community. Going beyond the conventional focus on digital literacy, the study explores a participatory action research (PAR) initiative led by the local community to create and operate a community space called ‘Mixhaus’ set up in a disused shipping container. The aim was to create a mobile hack/maker space to allow for the experimental exploration of physical and digital materials. The chapter uses the notion of ‘boundary objects’ as a conceptual framework for our data analysis. The findings reveal challenges and opportunities that community members experienced through their participation in the Mixhaus initiative. On a conceptual level, the findings reveal how Mixhaus became a well-received and concrete example of translating abstract policy imperatives around regional innovation through science and technology. It also demonstrated both context and process for dissolving community boundaries. This continuing PAR project supports participatory responses to socio-economic decline within a particular regional community. More broadly, it addresses regional urbanisation and some of the challenges it triggers, such as youth and general unemployment, brain drain, as well as training and reskilling requirements.

Making visible the places, nature and type of digital learning, and how learning is embodied across everyday activities and places, can help identify opportunities for enhancing digital participation, learning, literacy and inclusion. This chapter presents and discusses the results of a study in Townsville, Australia, that asked participants of a creative technical college, maker/hacker space and innovation network to map out their (physical and virtual) learning environments, which were then used to map a connected learning ecology of digital learning and participation in Townsville. We discuss how links between people, places of learning and different digital interests could be fostered to enhance the digital capacity of the community. Enhancing digital learning and inclusion can help promote community wellbeing in regional areas of Australia such as Townsville, which face a challenging economic future.

Increasingly governments at all levels are becoming more transparent and accessible through their websites and portals, which provide citizens and residents with information and avenues for participation and collaboration. This chapter examines two local government websites in regional Victoria and Queensland (Australia) to understand how the rhetorical functions of these sites support or limit digital participation of their communities in the governance process. The discussion is framed within an understanding of ‘extraurbia’ as spaces that are symptoms of rapid population growth and changing social, economic, and technological conditions.

This chapter provides insights into a social living lab that aimed to foster digital participation in a rural Australian community in south east Queensland, Australia. Research (Warschauer & Matuchniak, 2010) illustrates the importance of digital participation initiatives for social participation and social mobility, particularly for individuals who may be identified as being 'at risk' of non-participation. The Pittsworth Stories social living lab was co-designed by university researchers, local residents and a digital media facilitator to assist older residents to engage with digital technologies through interest driven participation. This chapter provides an overview of the implementation of the social living lab and the benefits it provided for local residents.

This chapter explores how social living labs can be used to foster digital participation through harnessing the principles of co-investigation with citizens to solve problems and to take advantage of opportunities with digital technologies. It also considers the importance of digital engagement for social inclusion, well being, economic prosperity and social cohesion. The chapter considers the complexity of overcoming the barriers to digital participation and some of ways digital participation might be facilitated in news ways. The move from living labs to social living labs as a research methodology is presented as a robust set of practices that create ‘spaces of encounter’ to enable opportunities for valuing local knowledge and enhancing citizen’s participation in research. It suggests communities are best placed to foster digital inclusion when they create digital learning ecologies promoting connected learning opportunities across physical and virtual spaces that harness the expertise of a broad range of people for the widest possible range of citizens.

This chapter outlines a social living lab initiative led by the Fostering Digital Participation (FDP) project that aimed to encourage digital participation among a particular group of community members in the regional centre of Toowoomba (Queensland, Australia). Fostering digital participation through a social living lab model and methodology that uses social inclusion and digital connectivity differentiates this project from established living labs approaches that are typically designed more for industrial or commercial applications. Drawing on interview and observational data, the chapter discusses the processes and outcomes of a digital storytelling social living lab. The chapter provides a detailed outline of how the living lab was conducted and includes an analysis of the work produced by the young people involved in the social living lab. It also offers reflections on why the social living lab was a success, as well as the difficulties, challenges and insights for future practice.

This chapter describes a social living lab with volunteer language tutors and adult migrants in a regional town in Queensland, Australia. The aim of the lab was to build the language teaching capacity and digital skills of the tutors as a foundation for teaching English to the migrants who had settled with their families in the area. The social living lab enabled ‘a space of encounter’ that prioritised participant co-construction and afforded attention to both research and the community needs (Franz, 2015). In Australia, migration and settlement are increasingly impacting regional and rural communities as skilled migrants provide much-needed labour in abattoirs and other workplaces. In this particular town, many of the migrants were Brazilian on a temporary skilled visa, known as the 457 visa. The Brazilian women were supported in their English learning by the government-funded Adult Migrant English Program (AMEP) based at the local Technical and Further Education (TAFE) college. Because of the women’s work and family commitments, the language teaching was largely delivered through a home tutoring program conducted by the volunteers, many of whom were retired, community-orientated women from the local town. The chapter highlights the processes of building a learning community and fostering digital participation, and provides an example of informal language education in a rural setting undergoing cultural and linguistic change. It also proposes extensions to thinking on social living lab methodology that respond to calls for greater theorisation of practice.

Australia has become one of the most highly multilingual and multicultural societies in the world today with people descending from 270 ancestries, who speak more than 260 languages (Commonwealth of Australia, 2011). Immigration is something that children encounter in their daily lives either through personal experience or through witnessing the lives of migrants at school, in the community, or through popular media, including children’s literature. Schools are frequently the initial interface for individuals who resettle in Australia and they ‘play a significant role in establishing meaningful connections to Australian society and a sense of belonging in Australia’ (Uptin, Wright, & Harwood, 2013, p. 1). Children's literature about cultural and ethnic diversity explores the impacts of migration and related issues creating ‘imaginary realms’ (Dudek & Ommundsen, 2007). These fictional interpretations of the migrant experience or the experience of migration are supported by distinctive “real life” cultural experiences. Picture books furnish teachers and students with an accessible means to investigate these complex issues through sensitive discussions. This chapter investigates how picture books about migration help deepen children’s perceptive understanding of migrants’ plights, and thereby nurture tolerance and empathy.

In anticipation of the commemorations around the centenary of World War 1 (2014-2018) this chapter examines the ways in which war and its effects have been represented in picture books for children. It looks at the ways in which these picture books create “textual monuments” as points of reference through which younger generations can “develop a narrative of the past” and “explore different points of view”. The focus of the discussion centres on a number of recent picture books and their application to aspects of the F-2 Australian History curriculum.

Picture books are known and familiar objects to many children and adults. They have been variously described as art objects, cultural documents, hybrid texts and verbal-visual art forms. They have also been variously categorised according to their readership – ranging from very young children to older readers, the latter can extend through the primary years to high school and even into adulthood. Scholars and students study picture books as part of an evolving literary and cultural landscape which has given rise to new genres and trends, such as ‘multicultural picture books’, ‘environmental picture books’ and ‘postmodern picture books’, and what Cherie Allan terms, ‘postmodernesque picture books’, that is, ‘picturebooks about postmodernity’ (Allan, 2012, p. 141). Picture books are also the staple literature in many early years and primary school classrooms for literacy and literary development, thus supporting the designated strands for literacy, literature, and language in the Australian Curriculum: English.

Science picture books offer pleasurable and educational reading experiences. These texts open up opportunities for cross-curriculum teaching and learning and a means for developing students’ visual literacy skills, aesthetic appreciation, and higher level thinking skills. Picture books demonstrate how one mode or semiotic system (visual and verbal) mediates the other, often complementing, extending, and filling-in the gaps between words and images. Students’ meaning making is further extended when they can understand the subtleties and effects (and affects) of the visual elements of art and design, and the different styles of writing and language use.

In order to explore some of the possibilities and constraints of picture books on tablets, this chapter addresses adaptations of contemporary Australian picture books for tablet devices. It considers how publishing technologies shape form and meaning of picture books, and attends particularly to the impact of interactivity and adaptation on such meaning. After discussing some contextual issues for electronic literature, this chapter explores the print and tablet versions of three picture books: Libby Gleeson and Freya Blackwood’s Look, A Book! (2011), Nick Bland’s The Wrong Book (2009), and Shaun Tan’s Rules of Summer (2013).

Both facial cues of group membership (race, age, and sex) and emotional expressions can elicit implicitevaluations to guide subsequent social behavior. There is, however, little research addressing whethergroup membership cues or emotional expressions are more influential in the formation of implicitevaluations of faces when both cues are simultaneously present. The current study aimed to determinethis. Emotional expressions but not race or age cues elicited implicit evaluations in a series of affectivepriming tasks with emotional Caucasian and African faces (Experiments 1 and 2) and young and old faces (Experiment 3). Spontaneous evaluations of group membership cues of race and age only occurred when those cues were task relevant, suggesting the preferential influence of emotional expressions in the formation of implicit evaluations of others when cues of race or age are not salient. Implications for implicit prejudice, face perception, and person construal are discussed.

Facial cues of racial outgroup or anger mediate fear learning that is resistant to extinction. Whether this resistance is potentiated if fear is conditioned to angry, other race faces has not been established. Two groups of Caucasian participants were conditioned with two happy and two angry face conditional stimuli (CSs). During acquisition, one happy and one angry face were paired with an aversive unconditional stimulus whereas the second happy and angry faces were presented alone. CS face race (Caucasian, African American) was varied between groups. During habituation, electrodermal responses were larger to angry faces regardless of race and declined less to other race faces. Extinction was immediate for Caucasian happy faces, delayed for angry faces regardless of race, and slowest for happy racial outgroup faces. Combining the facial cues of other race and anger does not enhance resistance to extinction of fear.

There has been a renewal of interest in memory studies in recent years, particularly in the Western world. This chapter considers aspects of personal memory followed by the concept of cultural memory. It then examines how the Australian cultural memory of the Anzac Legend is represented in a number of recent picture books.

The term empathy has only existed in English for a little over a hundred years, but the idea of feeling with another person is an old one. Because of its perceived connection to moral behaviour, empathy and its development are of great interest to educators, policy makers, psychologists, and philosophers. Reading children’s literature is often considered important for developing (among other things) children’s ethical and empathic understandings of society and its people. However, claims as to the impact of reading on readers’ ability to become more empathic, tolerant, and better people are divided. While many readers may attribute positive influences that authors and texts have had on shaping their attitudes and actions, there is no guarantee that a desirable affective and cognitive response will follow the reading experience. The complexity of readers and texts refuses to be reduced to simple universal statements about the capacity of narrative empathy to create a particular kind of empathic reader or person: fiction that engages a reader with the emotional plight of a character does not necessarily translate into actions in the real world towards people who are similarly suffering, marginalized, or victimized. This chapter asks: Does children’s literature foster empathy? There are two implicit features of this question: one concerns narrative empathy; the other concerns empathic reader response. The discussion will focus on how a selection of ‘multicultural’ picture books attempts to create narrative empathy by focussing on cultural and spatial differences.

This chapter considers the ways in which contemporary children’s literature depicts reading in changing times, with a particular eye on the cultural definitions of ‘reading’ being offered to young people in the age of the tablet computer. A number of picture books, in codex and app form, speak to changing times for reading by their emphasis on the value of books and reading as technologies of literature and of the self. Attending to valuations of literacy and literature within children’s texts provides insight into anxieties about books in the electronic age.

The preparedness theory of classical conditioning proposed by Seligman (1970, 1971) has been applied extensively over the past 40 years to explain the nature and “source” of human fear and phobias. In this review we examine the formative studies that tested the four defining characteristics of prepared learning with animal fear-relevant stimuli (typically snakes and spiders) and consider claims that fear of social stimuli, such as angry faces, or faces of racial out-group members, may also be acquired utilising the same preferential learning mechanism. Exposition of critical differences between fear learning to animal and social stimuli suggests that a single account cannot adequately explain fear learning with animal and social stimuli. We demonstrate that fear conditioned to social stimuli is less robust than fear conditioned to animal stimuli as it is susceptible to cognitive influence and propose that it may instead reflect on negative stereotypes and social norms. Thus, a theoretical model that can accommodate the influence of both biological and cultural factors is likely to have broader utility in the explanation of fear and avoidance responses than accounts based on a single mechanism.

The question as to whether poser race affects the happy categorization advantage, the faster categorization of happy than of negative emotional expressions, has been answered inconsistently. Hugenberg (2005) found the happy categorization advantage only for own race faces whereas faster categorization of angry expressions was evident for other race faces. Kubota and Ito (2007) found a happy categorization advantage for both own race and other race faces. These results have vastly different implications for understanding the influence of race cues on the processing of emotional expressions. The current study replicates the results of both prior studies and indicates that face type (computer-generated vs. photographic), presentation duration, and especially stimulus set size influence the happy categorization advantage as well as the moderating effect of poser race. © 2012 American Psychological Association.

The present study investigated whether, like fear conditioned to pictures of snakes and spiders, fear conditioned to angry faces resists extinction even after verbal instruction and removal of the shock electrode. Participants were trained in a differential Pavlovian fear conditioning procedure with angry face or happy face conditional stimuli (CSs). Prior to extinction, half the participants in each group were informed that no more unconditional stimuli would be presented and the shock electrode was removed. In the absence of this manipulation, participants showed resistance to extinction after training with angry face CSs, but not after training with happy face CSs. Instructed extinction and electrode removal abolished fear conditioning regardless of the emotion expressed by the CS faces. This finding suggests that fear conditioned to angry faces, like fear conditioned to racial out-group faces, is more malleable than fear conditioned to snakes and spiders. © 2011 Society for Psychophysiological Research.

In a report in the New York Times about a public symposium on the future of theory held at University of Chicago in 2002, staff writer Emily Eakin suggests that theory appears to have taken a back seat to more pressing current affairs – the Bush Administration, Al Qaeda, Iraq. Further, she reports that the symposium’s panel of high-profile theorists and scholars, including Homi Bhabha, Stanley Fish, Fredric Jameson, seemed reticent to offer their views on what is often touted as the demise or irrelevance of theory. The symposium and other commentaries on the topic of theory have prompted the view that the ‘Golden Age of Theory’ has passed and we are now in a ‘Post-Theory Age’. Given these pronouncements, we need to ask – Does theory matter any longer? Is it time for the obituary? Or are reports of the death of theory greatly exaggerated? The question remains whether to mourn or celebrate the demise of theory, and whether the body has in fact breathed its last. The title of this Introduction – ‘Bringing back theory’ – suggests a resurrection, or perhaps a haunting, as if the funeral has passed and, like Banquo’s ghost, theory returns to unsettle or disturb the celebration. It also suggests an entreaty, or perhaps a return performance. Rather than settle on one meaning, one interpretation, we are happy for all possibilities to coexist. The coexistence of different theories, different approaches, different interpretations also reflects the state of literary and cultural studies generally and children’s literature criticism in particular. No single theory or viewpoint predominates or vies for hegemony. Yet, one further question lingers – what is theory?

According to Zygmunt Bauman in Liquid Modernity (2000), the formerly solid and stable institutions of social life that characterised earlier stages of modernity have become fluid. He sees this as an outcome of the modernist project of progress itself, which in seeking to dismantle oppressive structures failed to reconstruct new roles for society, community and the individual. The un-tethering of social life from tradition in the latter stages of the twentieth century has produced unprecedented freedoms and unparalleled uncertainties, at least in the West. Although Bauman’s elaboration of some of the features and drivers of liquid modernity – increased mobility, rapid communications technologies, individualism – suggests it to be a neologism for globalisation, it is arguably also the context which has allowed this phenomenon to flourish. The qualities of fluidity, leakage, and flow that distinguish uncontained liquids also characterise globalisation, which encompasses a range of global trends and processes no longer confined to, or controlled by, the ‘container’ of the nation or state. The concept of liquid modernity helps to explain the conditions under which globalisation discourses have found a purchase and, by extension, the world in which contemporary children’s literature, media, and culture are produced. Perhaps more significantly, it points to the fluid conceptions of self and other that inform the ‘liquid’ worldview of the current generation of consumers of texts for children and young adults. This generation is growing up under the phase of globalisation we describe in this chapter.

Empathy is an important pro-social behaviour critical to a positive client-therapist relationship. Therapist anxiety has been linked to reduced ability to empathise and lower client satisfaction with therapy. However, the nature of the relationship between anxiety and empathy is currently unclear. The current study investigated the effect of experimentally-induced anxiety on empathic responses elicited during three different perspective-taking tasks. Perspective-taking was manipulated within-subjects with all participants (N= 52) completing imagine-self, imagine-other and objective conditions. A threat of shock manipulation was used to vary anxiety between-subjects. Participants in the threat of shock condition reported higher levels of anxiety during the experiment and lower levels of empathy-related distress for the targets than participants in the control condition. Perspective-taking was associated with higher levels of empathy-related distress and concern compared to the objective condition. The present results suggest that perspective-taking can to a large extent mitigate the influence of heightened anxiety on an individual's ability to empathise. © 2011 .

The present study used ERPs to compare processing of fear-relevant (FR) animals (snakes and spiders) and non-fear-relevant (NFR) animals similar in appearance (worms and beetles). EEG was recorded from 18 undergraduate participants (10 females) as they completed two animal-viewing tasks that required simple categorization decisions. Participants were divided on a post hoc basis into low snake/spider fear and high snake/spider fear groups. Overall, FR animals were rated higher on fear and elicited a larger LPC. However, individual differences qualified these effects. Participants in the low fear group showed clear differentiation between FR and NFR animals on subjective ratings of fear and LPC modulation. In contrast, participants in the high fear group did not show such differentiation between FR and NFR animals. These findings suggest that the salience of feared-FR animals may generalize on both a behavioural and electro-cortical level to other animals of similar appearance but of a non-harmful nature.

The present study investigated whether facial expressions of emotion presented outside consciousness awareness will elicit evaluative responses as assessed in affective priming. Participants were asked to evaluate pleasant and unpleasant target words that were preceded by masked or unmasked schematic (Experiment 1) or photographic faces (Experiments 1 and 2) with happy or angry expressions. They were either required to perform the target evaluation only or to perform the target evaluation and to name the emotion expressed by the face prime. Prime-target interval was 300 ms in Experiment 1 and 80 ms in Experiment 2. Naming performance confirmed the effectiveness of the masking procedure. Affective priming was evident after unmasked primes in tasks that required naming of the facial expressions for schematic and photographic faces and after unmasked primes in tasks that did not require naming for photographic faces. No affective priming was found after masked primes. The present study failed to provide evidence for affective priming with masked face primes, however, it indicates that voluntary attention to the primes enhances affective priming. © 2010 Springer Science+Business Media, LLC.

The current research assessed the effects of verbal instruction on affective and expectancy learning during repeated contingency reversals (Experiment 1) and during extinction (Experiment 2) in a picture-picture paradigm. Affective and expectancy learning displayed contingency reversal and extinction, but changes were slower for affective learning. Instructions facilitated reversal and extinction of expectancy learning but did not impact on affective learning. These findings suggest a differential susceptibility of affective and expectancy learning to verbal instruction and question previous reports that verbal instructions can accelerate the extinction of non-prepared fear learning in humans. © 2009 Elsevier Ltd. All rights reserved.

Previous research has shown resistance to extinction of fear conditioned to racial out-group faces, suggesting that these stimuli may be subject to prepared fear learning. The current study replicated and extended previous research by using a different racial out-group, and testing the prediction that prepared fear learning is unaffected by verbal instructions. Four groups of Caucasian participants were trained with male in-group (Caucasian) or out-group (Chinese) faces as conditional stimuli; one paired with an electro-tactile shock (CS+) and one presented alone (CS-). Before extinction, half the participants were instructed that no more shocks would be presented. Fear conditioning, indexed by larger electrodermal responses to, and blink startle modulation during the CS+, occurred during acquisition in all groups. Resistance to extinction of fear learning was found only in the racial out-group, no instruction condition. Fear conditioned to a racial out-group face was reduced following verbal instructions, contrary to predictions for the nature of prepared fear learning. Crown Copyright © 2009.

The interactive effects of emotion and attention on attentional startle modulation were investigated in two experiments. Participants performed a discrimination and counting task with two visual stimuli during which acoustic eyeblink startle-eliciting probes were presented at long lead intervals. In Experiment 1, this task was combined with aversive Pavlovian conditioning. In Group Attend CS+, the attended stimulus was followed by an aversive unconditional stimulus (US) and the ignored stimulus was presented alone whereas the ignored stimulus was paired with the US in Group Attend CS-. In Experiment 2, a non-aversive reaction time task US replaced the aversive US. Regardless of the conditioning manipulation and consistent with a modality non-specific account of attentional startle modulation, startle magnitude was larger during attended than ignored stimuli in both experiments. Blink latency shortening was differentially affected by the conditioning manipulations suggesting additive effects of conditioning and discrimination and counting task on blink startle. © 2009 Elsevier B.V. All rights reserved.

Affect modulates the blink startle reflex in the picture-viewing paradigm, however, the process responsible for reflex modulation during conditional stimuli (CSs) that have acquired valence through affective conditioning remains unclear. In Experiment 1, neutral shapes (CSs) and valenced or neutral pictures (USs) were paired in a forward (CS ? US) manner. Pleasantness ratings supported affective learning of positive and negative valence. Post-acquisition, blink reflexes were larger during the pleasant and unpleasant CSs than during the neutral CS. Rather than affect, attention or anticipatory arousal were suggested as sources of startle modulation. Experiment 2 confirmed that affective learning in the picture-picture paradigm was not affected by whether the CS preceded the US. Pleasantness ratings and affective priming revealed similar extents of affective learning following forward, backward or simultaneous pairings of CSs and USs. Experiment 3 utilized a backward conditioning procedure (US ? CS) to minimize effects of US anticipation. Again, blink reflexes were larger during CSs paired with valenced USs regardless of US valence implicating attention rather than anticipatory arousal or affect as the process modulating startle in this paradigm. Crown Copyright © 2008.