A Brontë Reading List: 2023

This reading list is an annotated bibliography of scholarly and critical work on the Brontës published in 2021. We have attempted to compile a comprehensive list of resources by consulting the MLA International Bibliography, Academic Search Complete, and the Brontë Blog (http://bronteblog.blogspot.com). Book chapters and scholarly articles on the Brontës are included except those articles published in Brontë Studies. Entire books on the Brontës are in the reviews section of this journal. The author’s initials in brackets are provided after each annotation.

This reading list is an annotated bibliography of scholarly and critical work on the Brontës published in 2022. We have attempted to compile a comprehensive list of resources by consulting the MLA International Bibliography, Academic Search Complete, and the Brontë Blog (http://bronteblog.blogspot.com). Book chapters and scholarly articles on the Brontës are included, except those articles published in Brontë Studies. Entire books on the Brontës are in the reviews section of this journal. The author’s initials in brackets are provided after each annotation.

The graduate reading list is both an awesome document for the student of Spanish and frequently a bone of contention for the graduate faculty. Students are frequently overwhelmed, at least initially, by the extent of the list, and varying degrees of frustration can often result.' Professors also encounter difficulties with the reading list concerning its content and utilization. Faced with the vast quantity and quality of Hispanic literature, they must labor to determine whether the list should include only masterpieces or be truly representative of various genres and literary epochs. Furthermore, they must decide how much students can read and retain within a reasonable time frame. To determine the content and utilization of reading lists by universities in the SAMLA area, a questionnaire was devised and sent in May of 1984 to 20 representative institutions.2 The response to the questionnaire was both rapid and informative with 13 degree-granting departments returning the survey within a month. The questionnaire asked about the following issues: 1. Do you have separate lists for M.A. and Ph.D. students? 2. Does your reading list duplicate the selections assigned in class? (partially, totally) 3. Is the reading list a composite of course reading lists? 4. Does the reading list include authors' works only (novels, essays, short stories, poems)? 5. Does the reading list include critical studies in addition to authors' works? 6. Does your comprehensive exam include material from the reading list and coursework? 7. How many works are included on each of the reading lists? (original works, works of criticism) Respondents were encouraged to comment on any of the questions and to attach copies of their Spanish graduate reading lists. In four cases in which responses needed clarification follow-up phone calls were made. All but one of the responding departments had both a Master's and a doctoral program; 9 are state universities and 4 are private institutions.3 As such they are very representative of the types of graduate education available in the SAMLA area and probably duplicate in many respects institutions throughout the country. Given the representative nature of the respondents, it is doubtful that additional responses could have substantially altered the findings of this report.

PurposeExamines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems.Design/methodology/approachConducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems.FindingsProvides a technical specification for an online reading list system, subsequent work to develop a rights management system and a “library area” within the VLE where electronic resources can be placed. Discusses other relevant developments towards the integration of digital libraries and virtual learning environments, including the IMS specification for Resource List Interoperability (RLI).Research limitations/implicationsResults could be compared to findings from other institutions. The evaluation work could be brought up to date with new developments in the two commercial reading list systems.Practical implicationsProvides an evaluation of three reading list management systems including TalisList, Sentient Discover and an open source solution, Bookworm.Originality/valuePractical information of value to learning technologists and librarians, recognising the importance of presenting library resources in the VLE in a systematic way.

This reading list is an annotated bibliography of selected scholarly and critical work on the Brontës published in 2020. 1 Bibliographical details are followed where possible by summaries and assessments. The list covers most book chapters and peer-reviewed articles on the Brontës, but it is not comprehensive. Articles published in Brontë Studies are as a rule excluded, as are books reviewed in Brontë Studies; readers are directed to the publisher’s website, www.tandfonline.com, for online access to these reviews. The author of each entry is indicated by the author’s initials in brackets following the entry.

The presentation will describe how the curation of prescribed learning resources has been reconceived as an enabler of an immersive block teaching model. Contemporary higher education curriculum relies on high quality learning resources to engage students, to encourage them to adopt deeper learning approaches (Gledhil et al., 2017) and to support students’ academic adjustment to university (Owusu-Ageyman & Mugume, 2023). Little has been written about learning resources and reading lists within the digital transformation of higher education in the post-pandemic environment. The presentation will showcase a new way to position prescribed learning resources accessed as an integral feature of constructively aligned pedagogy within an immersive teaching model. Through the lens of an institutional case study at Southern Cross University, the presentation will show how prescribed learning resources delivered via integrated reading list technology are an enabling element of an innovative, student-centred, university-wide curriculum renewal project. At a time of increasing student expectations of teaching quality, academic, educational design and library staff need to review whether reading lists of learning resources are fit for purpose (Brewerton, 2014) and consider the cognitive load placed on students by reading (Barile et al., 2022). The presentation will outline the evidence-based, policy-led approach adopted by Southern Cross University and will demonstrate how learning resources and reading lists can contribute to student success. Prescribed learning resources and reading lists are now seen as pedagogical tools within the immersive teaching model, providing a variety of media-rich learning resources aligned to unit learning outcomes. Reading list parameters ensure that a manageable volume of learning is implemented, reducing cognitive load and barriers to participation. The approach to reading lists taken by Southern Cross University to empower immersive teaching practices provides a refreshed model for the use of prescribed learning resources in unit and curriculum design, development, and delivery.

This chapter is intended to offer a wide array of print and media resources related to autism spectrum disorder. These resources include websites that list information on individual diagnoses, information on available therapies, instructional strategies, rights for individuals with autism, advocacy information, and forums for discussion. Apps (applications) for phones and tablets are also listed. These apps either assist in communication or learning, or are apps caregivers may use to support behavior and transitions. Lastly, a list of readings has been provided. Readings include practitioner and scholarly articles, theses, and dissertations, as well as books.

Sci-Hub: A Solution to the Problem of Paywalls, or Merely a Diagnosis of a Broken System?

This paper presents in-depth research into the reading lists used by a new criminology Bachelor of Arts degree programme at a post-92 English University. Previous research into structural inequalities in relation to race, ethnicity, and gender that exist within academia in relation to scholarly outlets, and that have focussed on scholarly influence, have charted the most cited or most significant texts in the field or explored gender and race discrepancies within elements of the publication process. In this paper we explore how scholarly work is included in our teaching practice and the impact reading lists have on the student experience of criminology. We highlight a distinct lack of representation and diversity within the authorship of texts in the context of both core and recommended reading for students. We found reading lists to be overwhelmingly white and male. Work by women and people of colour only tended to feature on distinct modules which focussed on gender or ethnicity, race, and crime. Voices from the global majority are excluded from fundamental concepts and criminological theory modules. This paper will discuss our research findings in depth, highlighting where Black and female voices are neglected, marginalised, and excluded in the criminology curriculum.

170 Western American Literature Jonathan Edwards. Simonson professes himself, in quaint fundamentalistic formulae, to be a born-again believer in this tradition, and practices the study of literature according to its canons. The result is nothing less than a constant polemic against a literary tradition which is uncongenial to his beliefs. Such a result is impressive — nothing less than a thorough jettisoning of the liber­ ating ideas of the last two hundred years. WILLIAM H. SHURR The University of Tennessee, Knoxville Studies in American Indian Literature. Edited by Paula Gunn Allen. (New York: Modem Language Association, 1983. 384 pages, $13.50.) Three American Literatures. Edited by Houston R. Baker, Jr. (New York: Modern Language Association, 1982. 265 pages, $9.50.) Paula Gunn Allen’s Studies in American Indian Literature and Houston A. Baker’s Three American Literatures are both results of the Modern Language Association’s interest in minority/ethnic literature and language. Studies in American Indian Literature deals exclusively with Indian litera­ ture, while Three American Literatures discusses Mexican-American, Native American, and Asian-American literatures. Studies in American Indian Literature is a collection of essays on Indian oral literature, autobiography, and Indian women’s literature. There is a section on modern and contemporary Indian literature, a section on the Indian in American literature, and a section on available resources in the field such as anthologies, texts, and scholarly articles. Each of the major sections in the book is followed by suggested course outlines and suggested reading lists. It is a text that is designed for the teacher who wishes to teach a course in this area rather than for the student. As a secondary source book, Studies in American Indian Literature has much to recommend it. Many of the articles such as Patricia Clark Smith’s “Coyote Ortiz,” LaVonne Ruoff’s “American Indian Literatures,” and James Ruppert’s “Discovering America” are first rate. While the level of the other articles tends to vary, the majority are competent. The most obvious problem is that several of the articles are out of date and should have been revised prior to publication. Paula Gunn Allen’s “The Sacred Hoop,” which discusses oral literature, is one such example. Originally written in 1975, the article has received no additional attention even though the discussion of Indian oral literature has produced new ideas and directions. A second problem lies in the suggested reading lists. For whatever reason, the lists are highly selective. Normally this would not be a particular concern, but the additions and the omissions tend to suggest that the lists were devel­ oped along the lines of personal taste rather than as a result of a scholarly stance. Reviews 171 Nonetheless, Studies in American Indian Literature is a book that should be recommended and read. At the same time, the Modern Language Associa­ tion should seriously consider publishing a second edition, updating several of the articles that need revision, adding a number of newer articles, and correct­ ing the deficiencies in the reading lists. Three American Literatures is not as ambitious an undertaking. Where Allen’s book would probably function best as a teacher’s text, Baker’s is designed more for students. Three American Literatures is a superficial intro­ duction to the literature produced by Mexican-Americans, Native Americans, and Asian-Americans. While Raymond A. Paredes’ “The Evolution of Chicano Literature” is competent, the rest of the articles tend to be very uneven. Kenneth Lincoln’s “Native American Literatures,” while it contains some interesting ideas and surveys a broad range of literature, is a victim of the author’s romantic notions about Indians and Indian literature. The essay also tends to wander, much like a child out gathering flowers with little regard for direction or pace. “An Introduction to Chinese-American and JapaneseAmerican Literatures,” the lead article in the section on Asian-American literature, is not so much an examination of the literature as it is an ad hominem attack on certain writers such as Virginia Lee, Parde Lowe, Jade Snow Wong, and Betty Lee Sung. The authors of the article, themselves writers, spend a good part of the essay discussing their own work and patting themselves on the back for...

PurposeThe purpose of this paper is to evaluate the bespoke resource list management system (MyReading) at the University of Huddersfield.Design/methodology/approachAn online survey was designed to assess student use of MyReading and their views on potential improvements. The survey used closed questions designed to obtain quantitative data. Thematic analysis was used to analyse qualitative data obtained from open questions.FindingsThe paper supports findings of another recent study which found that reading lists are perceived as more important by students than by lecturers. A variety of positive and negative themes emerged which pointed to this conclusion. Positive themes were: the perceived helpfulness of reading lists, students’ view of MyReading as a starting point for independent further reading, ease of use of MyReading and the time saving afforded to students and the value students place on their reading lists as being “quality assured” by lecturers. Negative themes were: inconsistency in the length and structure of lists; concerns that some lists are not regularly updated; lack of awareness of functionality, revealing training needs for students and lecturers; and suggestions for future enhancements to MyReading. Another finding from the quantitative data is the clear link between low use of reading lists by students in certain schools and low use of other library resources.Practical implicationsThe research provides guidance to universities regarding future development of resource list management systems and promotional and training needs.Originality/valueThe study adds rich information to the existing body of qualitative research on students’ perceptions of their reading lists.

96 Codex Searching for the Trans-­ Indigenous Alice Te Punga Somerville The title of this piece gestures toward Teresia Teaiwa’s 1995 poetry collection Searching for Nei Nim’anoa, which in turn refers to a Banaban female navigator. The titular poem of the collection is about Teaiwa’s own (scholarly, creative, cultural) search for Nei Nim’anoa. The poem opens “I need to learn how to navigate,” a desire expressed in relation to the act of reading: “Read the stars, the wind, and the ocean swells / Like she did.” Teaiwa the scholar, researcher, and writer “search[es]” for this ancestral and historical figure because of her “need” to “learn” how to “read,” a move that—­ in the context of a collection that reflects over and over on her place in scholarly work and institutions—­ gently reframes and reclaims “read[ing]” within Indigenous Pacific knowledge traditions. Declaring that “drifting in a random sea” “has been too lonely,” Teaiwa yearns to engage in deliberate and expert navigation. The purpose and outcome of navigation, then, is to counter loneliness: to find community. The idea of “searching” in the present piece does not suggest that the “trans-­Indigenous” is out of sight, missing, or inadvertently mislaid. Instead , “searching” in Teaiwa’s sense draws our attention to the deliberate, hopeful, careful, necessarily incomplete (and, for many, ancestral) work that underpins global Native literary studies. The present conversation between Huang, Wilson, and me—­ and Allen—­ is another instance or site of such hopeful, careful, and necessarily incomplete “searching”: an attempt both to describe and to enact the transnational critical work suggested by the term trans-­Indigenous. Teaiwa’s search is not only for location and direction but also for navigational expertise, for method. The idea of method—­connective, collaborative , reciprocal method—­is central to Allen’s (2012) Trans-­Indigenous: Methodologies for Global Native Literary Studies and his broader career-­ long work of which it is a significant part. The subtitle of Allen’s book foregrounds its underpinning ambition: to variously propose, moderate, produce, and inspire a broad conversation about methodologies related to Indigenous literary studies. Questions of methodology have long energized Indigenous studies. Broadly, we can trace the language of methodology to the heavy influence of the social sciences in the development of the (inter)discipline, and more specifically, we might note the role of Linda Tuhiwai Smith’s (1999) Decolonizing Methodologies as a text that has perhaps enjoyed singular mobility around the Indigenous scholarly world for almost two decades. (Allen acknowledges a debt to Smith’s work Codex 97 in Trans-­Indigenous.) There can be a temptation in the humanities (especially literary studies) to eschew concepts like “methodology” (or, indeed, method) in favor of theory; the book could plausibly have been subtitled “Theories of Global Native Literary Studies” or “Global Native Literary Theory.” Instead, Allen’s work—­ while certainly not antitheoretical—­ elaborates “methodologies” for global Native literary studies in (at least) two forms: analytical methodologies in relation to what one does with literary texts and institutional methodologies in terms of how we think about the structural contexts (discipline, scholarly association, reading list, graduate training) of literary studies and perhaps Indigenous studies more broadly. Lest this parsing of two kinds of “methodology” suggest these (method and context) are entirely extricable, Smith and others elaborate the ways in which the institutional context of scholarly work shapes, and is shaped by, the specific forms of analytical work undertaken in any one project or classroom. At the level of analytical methodology, Trans-­Indigenous practices what it preaches. Rather than gesturing toward possible or ideal engagements with literary and other cultural texts which one might undertake elsewhere , Allen’s own method centers (and is explicitly derived from) his own careful engagements with specific texts. Much of the book involves long passages of detailed, productive, original, and often highly evocative working-­ through of specific texts (especially, but not only, poetry; more on this later). In their essays, both Huang and Wilson take time to elaborate Allen’s methods of analysis, in which readings of specific texts (and especially pairings or clusters of texts) draw from and inform insights into cultural, aesthetic, and political contexts. Huang celebrates this approach, noting “the cumulative...

HOW TO WATCH TELEVISION. Edited by Ethan Thompson and Jason Mittell. New York: New York University Press. 2013.Ethan Thompson and Jason Mittell's How to Watch Television is a collection of forty essays that use an exemplary episode (or a few such) of a single program to make an argument about the [program's] cultural significance and, more importantly, to make a broader argument about and its relation to other cultural forces (4); frequently, the results are tantalizing. editors hope that How to Watch Television will provide readers with models of different ways of watching, methods of looking at or making sense of television (1) that will motivate them not only to critically about the that [they] watch (9) but also, potentially, to [their] own works of criticism (4). Their primary audience, then, is not scholars of television, who, presumably, already think and write critically about the medium; rather, it is students (most likely, undergraduates in media studies courses, but also newly-minted graduate students or even advanced high-schoolers) and, at one remove, their teachers.To reach this audience, the editors requested contributors to write accessibly for students and a general readership (4). essays produced under this editorial constraint appear deceptively simple. By design, they are shorter than texts typically found in an academic journal or book (4), despite including supplements of one or more illustrations and a list of further readings, and they usually relegate the names of other scholar-critics to endnotes sparingly used. Consequently, the essays resemble texts that advanced undergraduates or novice graduate students could reasonably be expected to produce as a course project. very much like this idea in principle, and can easily imagine assigning students a course project that asks them to imagine contributing a fresh chapter to a second edition of How to Watch Television. In practice, however, found that even the best essays at times felt abridged, especially when broad claims hinged upon examples too few or too quickly discussed; this is not a quality would want students to emulate in their writing.Fortunately, How to Watch Television's contributors were able, in spite and not because of the editors' requirements, to convey a rich, scholarly knowledge of the selected programs and their aesthetic, cultural, political, industrial, and/or pragmatic contexts. Three contributions deserve special mention: Sean O'Sullivan's The Sopranos: Episodic Storytelling, which explores ways that the series violated conventions of serialism; Mittell's Phineas & Ferb: Children's Television, which speculates about the pleasures that viewers, particularly children, can derive from strongly formulaic programs; and Miranda Banks's I Love Lucy: Writer-Producer, which identifies one of the program's legacies as the emergence of the showrunner, the purported visionary who gives a series-and just as importantly, those who work for the series-a sense of structure and direction (245). …

The article examines the experience of teachers and literary critics in the selection of poetic works and poets for the children’s reading list. Reviewers of the “Pedagogical Collection” evaluated books for students of military educational institutions, and the experts of “Women’s Education” focused on the reading of women’s school students. The paper describes and analyzes approaches to the creation of gender opposed bookshelves, the nature of the requirements for poems for girls-high-school students and boys-students of military schools. Department journals performed regulative and evaluative function of the expert community, which was focused on the educational ideas of the departments. The content of “book- shelves” is considered and analyzed: “classic” authors (G. R. Derzhavin, K. N. Batyushkov, P. A. Vyazemsky, V. A. Zhukovsky, I. I. Kozlov, A. V. Koltsov, M. Yu. Lermontov, M. V. Lomonosov, P. S. Maikov, I. S. Nikitin, N. A. Nekrasov, V. A. Ozerov, A. S. Pushkin, F. I. Tyutchev) , and collections of poems by children’s poets (N. Blinov, A. Kruglov, N. Pozdnyakov, M. Evstigneev, G. Weinberg, I. Derkachev, I. Panov). On the example of the authors reviewed in the 1860s-80s, it is observed how the expert community of teachers and literary critics participated in the formalization of gender differentiation. The article provides evidence for particular diachronic qualities of such selection of poets that have influenced the work of literary critics, publishers, and compilers of poetry readers.

As editors of the Journal of Advanced Nursing (JAN) and frequent manuscript and grant reviewers, we often are perplexed when a manuscript or grant focuses on a topic with a rich foundation of supportive science and yet classic references in that science are not cited. Guidance to journal authors may send an unclear message that leads to this practice. Recent work by Owens et al. (2020) indicates many journal editors and faculty stipulate references not be more than 5 years old. Consequently, the message being conveyed, inadvertently we believe, is that work older than five years is no longer relevant. But that is not necessarily the case as readers, editors, and reviewers expect authors to demonstrate a comprehensive knowledge of the science of which they write. Thus, in this editorial, we discuss the omission of (1) crucial foundational work and (2) critical current work. “If we fail to stop and think about what we are doing and why we are doing it, we risk taking nursing science backward instead of forward. We risk re-inventing the wheel, or at best spinning our wheels. We run the risk of unwittingly promoting ageism of knowledge, and in so doing planning trees with very shallow roots” (p.3) What about including current work? Including current work is critical, given how quickly information can change, particularly in relation to clinical issues. Readers, editors and reviewers expect scholars to be up to date on the most recent efforts being undertaken to address a clinical issue, in part, as scholar work is evaluated in terms of the contribution he or she is making. Omitting an important recent reference may lead readers, reviewers and editors to question the veracity and contribution the scholar is making in a specific area. Thus, the need to include recent work is well-founded. Consequently, including classical references may not be as relevant or helpful in understanding current thinking on a specific topic. What factors could contribute to these omissions? In addition to editor and faculty stipulations regarding currency of references (Owens et al., 2020), author guidelines may limit the number of references included in a manuscript, requiring the author to make difficult decisions about what to include: crucial foundational work or more recent information. Such is the case with this journal. The maximum number of references is 25; should authors exceed that number, they are asked to provide rationale for the additional references. Such restrictions are in place to avoid excessive references and more importantly, to avoid citation manipulation which has dire consequences for journals. Increasingly, outcomes of nursing doctoral programs include required submission of manuscripts to peer-reviewed journals. Omission of either classical or recent literature may reflect undue haste in searching the literature or ignorance of key moments in the field, a possibility when scholars are trying to meet course or program deadlines. Thus, these novice authors need guidance by faculty in balancing classic and current references. Such guidance requires considerable time, critical judgment, the ability to decide what are the most important papers in the field, and professional investment on faculty's part and can be challenging to realize. What can scholars do to avoid disciplinary amnesia? It is not atypical for scholars to struggle with how best to reference their thoughts and to demonstrate their command of the topic they are addressing, particularly in terms of the number and recency of references. The challenge all scholars face is how best to convey their expertise on a topic, being cognizant that “It is best practice to base scholarly work on recent literature” (Owens et al., 2020, p. 1). However, determining which references to cite can be problematic “when there is little recent published information or a great deal of important historical and influential work on a topic” (Owens et al., 2020, p. 1). Understanding what is known about a topic requires both depth and breadth in searching the literature. Although important to appreciate what nurse scholars [discipline] say on topic, it is equally important to know what other disciplines [synthesizing] are doing. Gardner (2006) emphasizes these two issues in his book Five Minds for the Future. Importantly, he differentiates between subject matter and discipline, emphasizing a disciplined mind is a “distinctive way of thinking about the world” (p. 27). Depth in searching the literature helps scholars understand the disciplinary perspective on a topic. Breadth in searching contributes to developing a synthesizing mind, that is, a mind that reflects accessing, reviewing and integrating literature from outside nursing into a scholar's work. A first step is to strive for a balanced perspective (Owens et al., 2020) and to use available resources. Scholars should consult a librarian as a critical first step as they begin exploring a problem by reviewing the literature. Although this statement may seem self-evident, scholars do not always undertake this first step, limiting the comprehensiveness of a literature search. A good practice is to not limit searches to the most recent 5 years as some authorities consider time frames to between 5 and 10 years appropriate (Owens et al.,2020). Doing so becomes even more important as it is possible that important historical work will be older than this timeline. Consequently, extending the year range seems a reasonable approach in an effort to ensure critical literature is not missed. Certainly, as a scholar there is nothing worse than having someone indicate a scholar has omitted inclusion of critical work in his or her work. Moreover, conducting a comprehensive search of the literature may result in the discovery of important work long after the paper was published but that is not referenced in more recent work on the topic; Song et al. (2018) call such papers a sleeping paper. In other words, sleeping papers are those that are rediscovered years after having been published, reflecting they experienced a hibernation period from time of publication to time of rediscovery that can span several decades. The important contribution being made by sleeping papers does not occur until their rediscovery. Another strategy is to reflect on why scholars support their work with references. Given “modern science is based on trust” (Milojevic, 2012, p. e49176), references provide a visible record of how thinking on a subject evolves over time. In other words, references “are a mechanism for tracing the evolution of science” (Camacho-Miñano & Núñez-Nickel, 2009, p. 754). Placing ones work within the larger context of what is known can help identify critical older works that warrant referencing. Decision making algorithms can be helpful. Owens et al. (2020) provide three decision-making algorithms to assist scholars in determining appropriateness and number of references to use: one outlines the process; one provides strategies by which to evaluate currency of references; and one offers guidelines for determining an appropriate number of references. In addition, scholars need to consider how quickly information is developing in their particular area of expertise, as recency of references can be crucial to disciplinary understanding on a topic. This point is particularly relevant when considering submitting to a journal which is clinically focused. All scholars want to provide support for their ideas. Making certain they demonstrate breadth and depth of understanding requires willingness to go “back in time” so they avoid disciplinary amnesia. Continuing to foster curiosity about what is known is critical and requires a balanced approach that includes accessing a range of literature within and outside the discipline. Not doing so could limit the contribution their work could make. No scholar wishes for this. In conclusion, readers, reviewers and editors expect that authors will demonstrate a comprehensive knowledge of the science of which they write. Please do not forget the classics! Those scientists and authors are leaders that paved the way for the rich nursing science that continues to benefit international public health and advances the nursing workforce.