Mean Conversion Research Articles

Activism as technology of the posthuman self: towards a more relevant school

ABSTRACT This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue to be eroded, this paper explores possibilities for reintegrating the school as meaningful to the ethico-political development of students. Activism is positioned in this paper as a means by which students can actualise their ethico-political agency in relation to the self, others and the world. This paper therefore urges school leaders to recognise the potential of knowledge generated through affirmative youth activism and to find a space for this knowledge within the school. This is particularly important within a context of growing youth disillusionment with formal schooling and its inadequate response to the crises of our age. This paper theoretically develops a relational space within the school for the “offical” knowledge of this education to be brought into meaningful political conversation with the “minor” knowledge generated through youth activism. These theorisations will be supported by case studies taken from the empirical literature on youth activism.

Observers of social media discussions about racial discrimination condemn denial but also adopt it

Sharing experiences with racism (racial discrimination disclosure) has the power to raise awareness of discrimination and spur meaningful conversations about race. Sharing these experiences with racism on social media may prompt a range of responses among users. While previous work investigates how disclosure impacts disclosers and listeners, we extend this research to explore the impact of observing discussions about racial discrimination online—what we call vicarious race talk. In a series of experiments using real social media posts, we show that the initial response to racial discrimination disclosure—whether the response denies or validates the poster’s perspective—influences observers’ own perceptions and attitudes. Despite observers identifying denial as less supportive than validation, those who observed a denial response showed less responsive attitudes toward the poster/target (Studies 1–3) and less support for discussions about discrimination on social media in general (Studies 2–3). Exploratory findings revealed that those who viewed denial comments also judged the transgressor as less racist, and expressed less support and more denial in their own comments. This suggests that even as observers negatively judge denial, their perceptions of the poster are nonetheless negatively influenced, and this impact extends to devaluing the topic of discrimination broadly. We highlight the context of social media, where racial discrimination disclosure—and how people respond to it—may be particularly consequential.

Medical Students' Efforts to Address COVID-19 Vaccine Hesitancy Through Motivational Interviewing.

Background The coronavirus disease 2019 (COVID-19) pandemic reaffirmed health disparities in the United States (US) and highlighted the need for public health strategies to combat vaccine hesitancy, especially amongst vulnerable populations. The Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP) at Florida International University (FIU) serves a predominantly uninsured population, making it a critical area of opportunity for addressing vaccine hesitancy. Motivational interviewing (MI), a technique that supports individuals in making autonomous health decisions, has shown promise in encouraging vaccine acceptance.Medical students at FIU's Herbert Wertheim College of Medicine (HWCOM) are involved in the longitudinal care of the individuals in NeighborhoodHELP and receive training in MI within their clinical skills curriculum, making them optimally positioned to conduct outreach to encourage COVID-19 vaccination. Project goals There were two primary goals of this project: first, to systematically track and improve COVID-19 vaccination rates among individuals in NeighborhoodHELP, andsecond, to equip future physicians with hands-on experience in MI. Methods The COVID-19 Vaccination Promotion Initiative recruited medical students previously trained in MI to conduct outreach to unvaccinated individuals within NeighborhoodHELP. Students engaged in discussions about the COVID-19 vaccine with NeighborhoodHELP members, assisted in scheduling vaccination appointments, and updated medical records. The student team regularly met with faculty advisors to discuss changes in vaccine and public health data and to discuss challenges and successes with outreach efforts. To incentivize participation and enhance vaccine uptake, $25 gift cards were offered to individuals who agreed to receive the vaccine following the outreach conversations. Results From June 2021 to January 2023, the team made an estimated 720-1516 phone calls to NeighborhoodHELP individuals. The team encountered a challenge of low answering rates, with 35% of individuals being unreachable despite multiple attempts. Among those reached, 20% expressed no interest in receiving the vaccine, while 50% were interested in receiving the vaccine or had already been vaccinated. Vaccination rates among NeighborhoodHELP adults rose from 15.2% to 44.3% during this time. Student experiences with MI were generally positive, with many noting success in engaging hesitant individuals. However, the team also encountered challenges, such as growing vaccine apathy within the community and difficulties in reaching patients via cold calls, which limited the overall impact of their outreach efforts. Conclusions By using MI techniques,medical students engaged with community members in meaningful conversations about the importance and safety of COVID-19 vaccination.However,the initiative fell short of the 50% vaccination target, facing challenges such asreliance on unsolicited phone calls and the complexities of incentivizing vaccinations through this outreach method. Future initiatives could benefit from exploring alternative outreach methods, such as in-person engagement at community events or through partnerships with local organizations, to overcome the limitations of phone-based outreach. Additionally, investigating the relative efficacy of in-person versus telephone-based communication in promoting vaccination could provide valuable insights.

Marketing of higher educational services on social media platforms: Analysing its impact on faculty–student relationship quality and institution's brand performance

AbstractHigher education institutions (HEIs) have focused on branding to facilitate meaningful and productive conversations about their brand values with potential students, given the competitive global expansion environment in which HEIs operate. This study empirically explores the association between brand performance and relationship quality of HEM. The quantitative findings were evaluated by students from Indian HEIs (N = 365). For the evaluation of the data, structural equation modelling was implemented. A Regression Analysis was used to examine the Social Exchange Theory. The results of this research expose that information quantity, content sharing, and surveillance had a significant influence on relationship quality. Also, social communication, content sharing, information quantity, collaborative learning, and surveillance had a significant impact on brand performance. Future investigation should consider additional mediating aspects regarding social media users' opinions.

Equity, accountability and change in the school board space

ABSTRACT The narrative and actions of this nation’s PK-12 school boards are exceptionally intense, and debatably have little constructive impact on quality education. This issue curates research and the authentic experiences of individuals who are often talked about but rarely invited into meaningful public conversation. Their voices reflect the new guard of local and state education policymakers. They are individuals from several generations who are bonded by a commitment to a fair, and equitable education for all PK-12 students and are not timid in calling out injustices that prevent this from happening.

Leveraging Narrative Feedback in Programmatic Assessment: The Potential of Automated Text Analysis to Support Coaching and Decision-Making in Programmatic Assessment.

Current assessment approaches increasingly use narratives to support learning, coaching and high-stakes decision-making. Interpretation of narratives, however, can be challenging and time-consuming, potentially resulting in suboptimal or inadequate use of assessment data. Support for learners, coaches as well as decision-makers in the use and interpretation of these narratives therefore seems essential. We explored the utility of automated text analysis techniques to support interpretation of narrative assessment data, collected across 926 clinical assessments of 80 trainees, in an International Medical Graduates' licensing program in Australia. We employed topic modelling and sentiment analysis techniques to automatically identify predominant feedback themes as well as the sentiment polarity of feedback messages. We furthermore sought to examine the associations between feedback polarity, numerical performance scores, and overall judgments about task performance. Topic modelling yielded three distinctive feedback themes: Medical Skills, Knowledge, and Communication & Professionalism. The volume of feedback varied across topics and clinical settings, but assessors used more words when providing feedback to trainees who did not meet competence standards. Although sentiment polarity and performance scores did not seem to correlate at the level of single assessments, findings showed a strong positive correlation between the average performance scores and the average algorithmically assigned sentiment polarity. This study shows that use of automated text analysis techniques can pave the way for a more efficient, structured, and meaningful learning, coaching, and assessment experience for learners, coaches and decision-makers alike. When used appropriately, these techniques may facilitate more meaningful and in-depth conversations about assessment data, by supporting stakeholders in interpretation of large amounts of feedback. Future research is vital to fully unlock the potential of automated text analysis, to support meaningful integration into educational practices.

12 Conversational Archetypes for Human-AI Interaction

Artificial Intelligence (AI), once exclusive to sophisticated technological spheres, now plays a transformative role across all aspects of society, driving significant progress and innovation. In this backdrop, basic conversational interface aka chat emerged as the easiest, and the simplest way to interact with AI systems. However, the current Human-AI conversations are fraught with a host of challenges necessitating a critical exploration into their design, approach, and implications. As AI technologies continue to permeate our lives, the need for seamless, intuitive, and human-like conversations is amplified. While our larger research embarks on a research study to suggest a conceptual framework to help design more effective and engaging Human-AI conversations, this paper focuses on a critical aspect that surfaced as a primary gap during our literature review. Conversations are effective and engaging only when their fundamental purpose is identified and understood by their participants. Hence, formulating a purpose driven conversational typology emerged as a key design imperative to inform an array of frameworks that could help create meaningful Human-AI conversations. This study evaluates a dataset of over hundred Human-AI and Human-to-Human conversations, proposing twelve conversational archetypes central to a conceptual framework intended to enhance Human-AI conversations. Employing a hybrid methodology that integrates content analysis with case study research, this paper examines the issue from a human perspective. It aims to provide a useful resource for designers, developers, researchers, and industry professionals who seek to foster deeper connections and trust in human-AI interactions.

An Environmental Scan of Tools That Help Individuals Living With Mild Cognitive Impairment or Neurocognitive Disorders Achieve Their Preferred Health or Well-Being.

Older adults experiencing neurocognitive disease (NCD) contend with complex care often characterized by high emotional strain. Mitigating complex care with decision support tools can clarify options. When used in conjunction with the practice of shared decision making (SDM), these tools can improve satisfaction and confidence in treatment. The use of these tools for cognitive health has increased, but more is needed to understand how these tools incorporate social needs into treatment plans. We conducted an environmental scan using a MEDLINE-informed search strategy and feedback from an expert steering committee to characterize current tools and approaches for engaging older adults experiencing NCD. We assessed their application and development, incorporation of social determinants, goals or preferences, and inclusion of caregivers in their design. We identified 11 articles, 7 of which show that SDM helps guide tool development and that mostcenter on clinical decision making. Types of tools varied by clinical site and those differences reflected patient need. A collective value across tools was their use to forge meaningful conversations. Most tools appeared designed without the explicit goal to elicit patient social needs or incorporate nonclinical strategies into treatment plans. Several challenges and opportunities exist thatcenter on strategies to engage patients in the design and testing of tools that support conversations with clinicians about cognitive health. Future work should focus on building and testing adaptable tools that support patient and family social care needs beyond clinical care settings.

What is ideal EDI learning for academic librarians? Discovering EDI learning stories through appreciative inquiry

Academic libraries across North America purport to be prioritizing equity, diversity, and inclusion (EDI), but investigations into how librarians learn about EDI are lacking. In this study, we interviewed 21 academic librarians in Canada about their EDI learning journeys using the strengths-based appreciative inquiry approach. This paper focuses on the question, “What shapes ideal learning experiences related to EDI for academic librarians?” In uncovering librarians' stories of learning transformations, we found that EDI learning often elicits discomfort; it involves recognizing one's biases, being vulnerable, and making mistakes. However, these learning stories can motivate and inspire others to learn and engage in critical self-reflection through questioning assumptions and underlying beliefs. EDI learning in professional contexts was inextricably linked to learning in informal and personal contexts, and positionality is essential to how learning is shaped. Learning was described to be ideal in low-pressure, authentic, brave environments that facilitated meaningful conversations, with institutional support. However, there seemed to be a disconnect between one's learning and one's ability to effect change.

Creating Spaces of Engagement: Exploring High School Youth’s Voices in Reshaping the Social Justice Curriculum

The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth’s meaning-making of critical social-justice issues. This paper presents data on three high-school youth’s knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth’s interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.

Uneven Worlds, New Minoritizations, Intersectional Privilege: Questioning Different Kinds Of ‘Global’ In Musical Transmission

This essay considers diverse applications of the term ‘global’ in higher education music pedagogies across unevenly-calibrated playing fields in different classrooms across geo-cultural territories, and different geocultural voices within the same classroom. Particularly, I question motivations for self-cultivation and assumptions about cultural canons, as well as musical and educational doxa, from the perspectives of transnational East and Southeast Asian participants. Often, their encounters of an idealised ‘Global North’, ‘Global West’ or even ‘New Global Self’ can lead to surprising articulations and expectations superficially parsed as ‘politically conservative’ – due to both insufficient/uneven decolonisation and the presence of post-critical, post-decolonial pragmatics. In trying to find a common ground for meaningful conversations between parties whose education journeys have been wildly different and unequally made, I push for grounded and co-curated learnings via intersubjective interrogations of how diverse lived experiences, structural privileges and conscious investment in one’s own personal development can lead to the same shared musical moment in the classroom. I look for collective and care-sensitive extrapolations from these shared moments into broader insights on deconstructing systemic 'difference, commonality and intersectionality in empathetic and community-centred ways.

Preface

Chairman’s Preface Dr. Talal Al-Wahaibi Chairman, ICES 2024 Dean, College of Engineering A’Sharqiyah University, Ibra, Oman Welcome to the International Conference on Energy and Sustainability (ICES 2024) — a nexus where academia’s brightest minds, industry pioneers, and passionate researchers converge to ignite discussions and exchange ideas that will shape the future of energy and sustainability. As we gather here, whether in the halls of A’Sharqiyah University or through the digital expanse connecting us across the world, we do so with a unified purpose: to explore avenues for a greener economy and a sustainable future, not just for Oman but for our global community. Under the wise directives of His Majesty, Oman is on an ambitious journey to establish the ‘Oman Sustainability Centre’ and achieve the goal of net-zero carbon emissions by 2040. It is a bold vision that requires equally bold actions, and through the collaborative effort of this conference, A’Sharqiyah University reaffirms its commitment to being a catalyst in this national endeavor. Please note that the proceedings here represent a selection of the work presented at ICES 2024. Some papers have been extended beyond this collection for publication in collaboration with esteemed journals. This curated volume captures the breadth of discussions and contributions made during our event, yet there is more to be found in the associated journal issues. In these proceedings, you will find the essence of ICES 2024 distilled into words and studies. Each page carries the weight of our collective aspiration and the detailed insights that emerged from our two-day engagement. The College of Engineering at A’Sharqiyah University is proud to host this event, which aligns perfectly with our vision to become a beacon of excellence in the domains of energy and sustainability. The objective of ICES 2024 extends beyond the dissemination of research; it is to cement relationships among the academic community and industry leaders, to spark innovative partnerships, and to foster a collaborative network that transcends borders. In this confluence of local wisdom and international expertise, we find the greatest potential for impactful change. The proceedings before you are a testament to the rigorous inquiry and innovative spirit that characterizes ICES 2024. They are a record of the thoughtful discourse that took place, the challenging questions raised, and the forward-thinking solutions proposed. I am deeply grateful to every participant, speaker, organizer, and attendee — your contributions have been the lifeblood of this conference. Together, we have created a platform for meaningful conversation and set the stage for impactful action. List of Steering Committee, Organizing Committee, Scientific Committee and About the Conference are available in this Pdf.

Beyond Mortality: Severely Frail Femur Fracture Patients Can Regain Independence after Surgery.

Objectives: Little is known about the post-operative functional outcomes of severely frail femur fracture patients, with previous studies focusing on complications and mortality. This study investigated patient- or proxy-reported outcomes after femur fracture surgery in older adult patients with severe frailty. Methods: This was a retrospective cross-sectional study of older adult (>70 years) patients with severe frailty (defined by a Comprehensive Geriatric Assessment-based Frailty Index (FI-CGA) ≥ 0.40), who underwent femur fracture surgery at a Level 1 Trauma Center. Patients or their proxy (i.e., close relative) reported mobility, psychosocial, and functional outcomes at least 1-year after surgery. Results: Thirty-seven predominantly female (76%) patients with a median age of 85 years (IQR 79-92), and a median FI-CGA of 0.48 (IQR 0.43-0.54) were included. Eleven patients (30%) regained pre-fracture levels of ambulation, with twenty-six patients (70%) able to walk with or without assistance. The majority of patients (76%) were able to have meaningful conversations. Of the patients, 54% of them experienced no to minimal pain, while 8% still experienced a lot of pain. Functional independence varied, as follows: five patients (14%) could bathe themselves; nine patients (25%) could dress themselves; fourteen patients (39%) could toilet independently; and seventeen patients (47%) transferred out of a (wheel)chair independently. Conclusions: Despite the high risk of mortality and perioperative complications, many of the most severely frail patients with surgically treated femur fractures regain the ability to ambulate and live with a moderate degree of independence. This information can help healthcare providers to better inform these patients and their families of the role of surgical treatment during goals of care discussions.

"Those Darn Kids": Having Meaningful Conversations about Learner Resistance in Medical Education.

The concept of professional resistance describes the principles professionals should follow when they seek to counter social harm and injustice. Applied to medical education, the principles of professional resistance can help learners and teachers balance the responsibilities to respond to harm and injustice with their roles and responsibilities as health professionals. However, there remains the problem of how educators and leaders can constructively respond to learner acts of resistance. It would seem that many leaders have dismissed learner resistance with variations on "Those Darn Kids!", a complaint that has long been levied at those in younger generations who challenge power and authority. How can productive change in medical education be achieved if learners' complaints are not taken seriously? Rather than dismissal, leaders and educators in these situations need the tools to engage learners in conversations that draw out their concerns.

Introduction to Large Language Models (LLMs) for dementia care and research.

Dementia is a progressive neurodegenerative disorder that affects cognitive abilities including memory, reasoning, and communication skills, leading to gradual decline in daily activities and social engagement. In light of the recent advent of Large Language Models (LLMs) such as ChatGPT, this paper aims to thoroughly analyse their potential applications and usefulness in dementia care and research. To this end, we offer an introduction into LLMs, outlining the key features, capabilities, limitations, potential risks, and practical considerations for deployment as easy-to-use software (e.g., smartphone apps). We then explore various domains related to dementia, identifying opportunities for LLMs to enhance understanding, diagnostics, and treatment, with a broader emphasis on improving patient care. For each domain, the specific contributions of LLMs are examined, such as their ability to engage users in meaningful conversations, deliver personalized support, and offer cognitive enrichment. Potential benefits encompass improved social interaction, enhanced cognitive functioning, increased emotional well-being, and reduced caregiver burden. The deployment of LLMs in caregiving frameworks also raises a number of concerns and considerations. These include privacy and safety concerns, the need for empirical validation, user-centered design, adaptation to the user's unique needs, and the integration of multimodal inputs to create more immersive and personalized experiences. Additionally, ethical guidelines and privacy protocols must be established to ensure responsible and ethical deployment of LLMs. We report the results on a questionnaire filled in by people with dementia (PwD) and their supporters wherein we surveyed the usefulness of different application scenarios of LLMs as well as the features that LLM-powered apps should have. Both PwD and supporters were largely positive regarding the prospect of LLMs in care, although concerns were raised regarding bias, data privacy and transparency. Overall, this review corroborates the promising utilization of LLMs to positively impact dementia care by boosting cognitive abilities, enriching social interaction, and supporting caregivers. The findings underscore the importance of further research and development in this field to fully harness the benefits of LLMs and maximize their potential for improving the lives of individuals living with dementia.

Social Media and Nutritional Guidelines in Pregnancy.

Nutrition impacts health outcomes of pregnant people and their fetuses. Discussing nutrition with patients may be challenging for health care providers. In this vacuum, patients use social media for health information during pregnancy. Little is known about the type and quality of nutrition information that is available on social media. The aim of this study was to qualitatively explore the pregnancy nutrition messages contained in social media videos for content and evaluate the information's concordance with evidence-based guidelines. A review of current social media video content for nutrition in pregnancy was conducted across 4 platforms: YouTube, Instagram, Facebook, and TikTok. Content analysis was used to descriptively and categorically analyze the social media video content. In the 62 social media videos reviewed, most were not consistent with established guidelines, were inaccurate, or presented a homogenous and unrealistic image of the pregnant person. Four categories of nutrition in pregnancy social media information emerged: what to eat, what not to eat, what I ate: aspirational, and what I ate: rebellion. Few videos were produced by health care organizations. Some were produced by anonymous organizations, with the majority made by pregnant or postpartum people. Many were testimonial or confessional in style. Despite regulations requiring identification of paid posts and advertisements, it was difficult to discern if videos were authentic sharing of patient experiences or advertisements. There is incorrect and incomplete information on social media surrounding nutrition in pregnancy. Professional guidelines for nutrition in pregnancy are available but are not as accessible to patients as social media videos. Social media use is associated with disordered eating and increased risk of anxiety and depression. However, targeted interventions by health care providers that use social media platforms have been successful in the distribution of credible health information. Midwives and other health care providers should share evidence-based nutrition recommendation with patients to facilitate meaningful conversations around nutrition in pregnancy during in person and online interactions.

Advanced Social Media Toxic Comments Detection System Using AI

Abstract: In the contemporary digital landscape, social media platforms have evolved into essential components of our daily lives, fostering connections, idea sharing, and meaningful conversations. Nevertheless, the escalating volume of online interactions has ushered in a concerning rise in toxic comments and cyberbullying, casting a shadow over the potential for a healthy onlineenvironment. Toxic comments, spanning hate speech, harassment, and offensive content, not only inflict harm on individuals but also detrimentally affect the overall user experience. This project seeks to address this pressing issue through the development of a cutting-edge Toxic Comment Detection system, leveraging the power of Natural Language Processing (NLP) and Machine Learning (ML) techniques. The primary objective of this endeavor is to create an automated system capable of identifying and flagging toxic comments in realtime across various social media platforms. By employing advanced NLP algorithms and ML models, the system aims to analyze textual content swiftly and accurately, pinpointing instances of toxicity. Once identified, the system will promptly notify moderators, enabling swift intervention and potential removal of the harmful content. By implementing this technological solution, the project aspires to contribute significantly to fostering a safer and more inclusive online environment where users can engage without fear of encountering toxic behavior. Through the fusion of NLP and ML, this endeavor aims to exemplify the transformative potential of technology in mitigating the challenges posed by toxic comments in the digital age.

PECULIARITIES OF TEACHING COLORONYMS AT DIFFERENT LEVELS OF STUDYING A FOREIGN LANGUAGE IN HIGHER EDUCATION INSTITUTIONS

The article is devoted to the peculiarities of teaching coloronyms at different levels of foreign language learning in institutions of higher education. The article notes that color is an important element of nature that affects the result of a person’s perception of the external world. An interpretation of the color terms at the modern stage is provided. The definition of the term “coloronym” is given separately and it is stated that this definition is the most appropriate for conveying the emotional and mental state of a person, his character traits, social and cultural aspects of life. Three groups of coloronyms are studied by meaning: initial, extended and abstract meaning. The article indicates that most color adjectives are represented by nouns that mean food, materials, plants, animals, birds, and natural phenomena. It is noted that learning color vocabulary is not only about recognition; it’s a fun way to learn a language that offers opportunities to practice grammar, expand vocabulary and have meaningful conversations. Particular attention is paid to the peculiarities of learning coloronyms for students with different levels of knowledge of a foreign language. It suggests that students should be introduced to the pronunciation and spelling of the primary colors at an early stage and use visual materials such as color cards, real objects or even presentations to effectively associate the colors with their names. When working with intermediate students, it is necessary to expand their language skills while delving into the subtleties of color perception. At this stage of learning, it necessary to develop roleplaying scenarios that require students to solve problems related to color. At the advanced level students already have a good understanding of color vocabulary and can explore complex concepts related to color. At this stage, thought-provoking activities and discussions are needed that promote students’ critical thinking. The article indicates that when teaching the vocabulary of colors, the teacher must choose the most effective method according to the goals and take into account the level of language proficiency of the students and the tasks set before the students, especially if they are learning a foreign language for special purposes.

Who2chat: A Social Networking System for Academic Researchers in Virtual Social Hours Enabling Coordinating, Overcoming Barriers and Social Signaling

Virtual academic networking is socio-technically challenging, however, fruitful for researchers' success. We introduce a system called Who2chat to tackle the challenge and facilitate connections of researchers in virtual social hours. Who2chat allows academic researchers to create a research profile and express their research interests, find researchers with similar interests, overcome social barriers, and coordinate and start video chats, all within a single interface. We engaged in an iterative design process by deploying Who2chat at academic conferences. In our preliminary deployment (N=80), we found that researchers often have difficulty finding other researchers who share similar interests, and they are shy about reaching out to other researchers. Inspired by this, we implemented social-signaling features to Who2chat and ran our first deployment (N=220). Our results highlight that the interface allowed users to find relevant researchers and helped them feel confident in joining conversations. However, this led to large group conversations where discussion topics were more superficial. In response, we developed and deployed our second interface (N=81). Key improvements were managing the size of conversations, dynamically determining and allowing individuals to join a conversation based on their relevance to the ongoing discussion, and maintaining the ratio of senior and junior members, to further enhance the quality of discussions. As a result, participants were able to meet more people and engage in more meaningful conversations. Our work demonstrates an interface design for social networking in academic settings and how to lower social barriers in virtual networking.

Reading in the Classroom and Beyond: Learning from Early Career English Teachers

ABSTRACT This essay emerges out of conversations with early career English teachers about their experiences of teaching literature. During those conversations, they reflected on their own literary socialisation, including the reading they did at home and at school, as well as their tertiary education. They then considered what they had learnt as teachers from the way their students engage with literary texts in classroom settings. Their insights into the nature of a literary education provide a counterpoint to the ideological work of standards-based reforms, even though their professional practice has been unavoidably shaped by those reforms. They open up dimensions of a literary education that contemporary curriculum and policy discourses fail to recognise. Above all, they highlight the importance of affirming the primacy of a reader’s personal response to a text as a condition for any meaningful conversation to take place in classrooms.