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In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the notion of maker literacies before moving on to examine how maker literacies might be developed in early-years curricula in ways that foster civic engagement. Three vignettes are offered of makerspaces in early-years settings and a museum in Finland, Norway, and the UK. The activities outlined in the vignettes might be conceived of as ‘maker citizenship’, a concept which draws together understandings of making, digital literacies, and citizenship. The paper considers the implications of this analysis for future research and practice.

\"One of the most exciting recent interventions that foster children's digital literacy and creative skills has been the advent of 'makerspaces'. This book shares insights from a project examining how young children develop creative skills and digital literacy through 'making.' Using case studies from environments like schools and museums, contributors show how children use hands-on experimentation as they make all kinds of texts and artefacts, using both traditional materials and new ones such as 3D printers. Editors argue that 'making', with its emphasis on play, experimentation and storytelling is uniquely positioned to explore the competencies of young children\"-- Provided by publisher.

This study examined the literacy practices of children ages 5-11 as they engaged in out-of-school use of virtual worlds. The purpose of the study was to explore the nature, purpose, and role of literacy in children's use of a virtual world. In this article, I reflect on how children's use of literacy practices in the virtual world constructed and maintained an online social order. One hundred seventy-five children in an English primary school completed an online survey from which their use of virtual worlds was examined. Individual and group interviews were then conducted with 26 children across the year. The interviews established that children used the virtual worlds to extend contact with peers they had regular interaction with in the offline world. Further, three 11-year-old children were filmed at home as they used the virtual world Club Penguin. Additional interviews were conducted with the three children and their parents. Data analysis focused on the ways in which children drew on specific literacy practices to construct and maintain an interaction order. A key finding is that literacy operates as a means of developing online social cohesion, but the literacy practices that serve this function are located within the social, material, and cultural structures in which the children operate in the offline world and thus cannot be viewed in isolation from these wider discourses.

Despite the widespread use of YouTube by children, there has been limited research undertaken on the “why” questions of their use. Past theoretical approaches have framed these questions in terms of broader individual needs and their relation to media use, though this work has mainly focused on adults and adolescents. This article presents relevant findings from a mixed methods study of children’s (aged 0–16) uses of social media in the United Kingdom to consider instead the “purposes” of children’s YouTube use, drawing on: (1) an online family survey; (2) family case studies; (3) child focus groups; and (4) child telephone interviews. “Purpose” is theorized in the article in relation to the ways children themselves make sense of and articulate the reasons they use YouTube or, in the case of parents and carers, for allowing, facilitating, or encouraging their children to use YouTube. Parents tended to frame the purposes of children’s YouTube use more instrumentally, focusing on perceived educational benefits and their own convenience needs. While sharing a focus on instrumental purposes, children sometimes emphasized broader dimensions of purpose, with an increased focus on humor, sensory, and hedonic dimensions. Children’s responses also emphasized the autotelic nature of play. The study foregrounded the extent to which the purposes of others (such as commercial entities) are served by children’s YouTube use. Seven child-centered, parent-centered, and “other” purposes for children’s YouTube use are discussed: cognitive, corporeal, cultural, collaborative, creative, commercial, and convenience.

Background Hip fractures are common injuries that result in blood loss and frequently require the transfusion of blood products. We sought to identify risk factors leading to increased blood transfusion in patients presenting with hip fractures, especially those factors that are modifiable. Methods We retrospectively reviewed the cases of all patients who had fixation of their hip fractures between October 2005 and February 2010. The need for transfusion was correlated with potential risk factors, including age, sex, preoperative hemoglobin, fracture type, fixation method and more. Results A total of 835 patients had fixation of their hip fractures during the study period; 631 met the inclusion criteria and 249 of them (39.5%) were transfused. We found an association between need for blood transfusion and female sex ( p = 0.018), lower preoperative hemoglobin ( p &spilt; 0.001), fracture type ( p &spilt; 0.001) and fixation method ( p &spilt; 0.001). Compared with femoral neck fractures, there was a 2.37 times greater risk of blood transfusion in patients with intertrochanteric fractures ( p &spilt; 0.001) and a 4.03 times greater risk in those with subtrochanteric fractures ( p &spilt; 0.001). Dynamic hip screw (DHS) fixation decreased the risk of transfusion by about half compared with intramedullary nail or hemiarthroplasty. We found no association with age, delay to operation ( p = 0.17) or duration of surgery ( p = 0.30). Conclusion The only modifiable risk factor identified was fixation method. When considering blood transfusion requirements in isolation, we suggest a potential benefit in using a DHS for intertrochanteric and femoral neck fractures amenable to DHS fixation.

Jackie Marsh is an Emeritus Professor at the University of Sheffield in England, where for more than two decades, she has undertaken research on young children's digital literacy and play in homes and in formal and informal learning settings. She helped examine the role of families in their children's digital literacy, play development, and play lives. Most recently, Marsh has focused on how play in maker spaces in homes and schools promotes digital literacy and STEM learning, and she continues to engage with the Maker Futures program at the University of Sheffield. Key words: digital literacy; digital play; internet of toys; Iona and Peter Opie; tablets; technology; toys; video games; YouTube

The growth of interest in virtual worlds and other online spaces for children and young people raises important issues for literacy educators and researchers. This book is a timely and much-needed collection of current research in the area. It provides a synthesis of knowledge and understanding and will be a key resource for scholars, students and teachers, particularly those interested in digital literacies. The work presents a coherent vision of current knowledge, and some of the most engaging, empirical research being undertaken on virtual worlds and online spaces in and beyond educational institutions. It contains international studies from the UK, North America and Australasia. This is an important time for those researching virtual worlds, videogaming and Web 2.0 technologies, since there is growing professional interest in their significance in the education and development of children and young people. Whether these technologies are solely associated with informal learning or whether they should be incorporated into classroom contexts is hotly debated. This book provides a principled evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments, showing children, young people and those who work with them as active agents with possibilities to navigate new paths. Guy Merchant is Professor of Literacy in Education at Sheffield Hallam University. Julia Gillen is Senior Lecturer in Digital Literacies at the Literacy Research Centre, Lancaster University. Jackie Marsh is Professor of Education at the University of Sheffield, UK. Julia Davies is Senior Lecturer in Education at the University of Sheffield, UK. She is a director of the Centre for the Study of New Literacies at Sheffield, and directs the EdD in Literacy and Language and the MA in New Literacies. Introduction Part I: Exploring Virtuality 1. From Virtual Histories to Virtual Literacies Julia Gillen and Guy Merchant 2. A Sociocultural Approach to Exploring Virtual Worlds Rebecca W. Black and Stephanie M. Reich 3. Barbies and Chimps: Text and Childhoods in Virtual Worlds Victoria Carrington Part II: Virtual Literacies in Everyday Life 4. Multiliteracies in the Wild: Learning from Computer Games Catherine Beavis 5. Countering Chaos in Club Penguin: Young Children’s Literacy Practices in a Virtual World Jackie Marsh 6. Telling Stories Out of School: Young Male Gamers Talk About Literacies Alex Kendall and Julian McDougall Part III: School Innovations 7. ‘What is the MFC?’ Making and Shaping Meaning in Alternate Reality Games Angela Colvert 8. More Than Tweets: Developing the 'New' and 'Old' Through Online Social Networking Martin Waller 9. Children as Game Designers: New Narrative Opportunities Cathrin Howells and Judy Robertson 10. \"I Oversee What the Children Are Doing\": Challenging Literacy Pedagogy in Virtual Worlds Guy Merchant Part IV: Aspects of Participation 11. Scientific Literacy in a Social Networking Application Christine Greenhow 12. Seeking Planning Permission to Build a Gothic Cathedral on a Virtual Island Julia Gillen, Rebecca Ferguson, Anna Peachey and Peter Twining 13. Learning from Adventure Rock Lizzie Jackson 14. Playing Together Separately: Mapping Out Literacy and Social Synchronicity Crystle Martin, Caroline C. Williams, Amanda Ochsner, Shannon Harris, Elizabeth King, Gabriella Anton, Jonathon Elmergreen and Constance Steinkuehler. Virtual Literacies and Beyond: Some Concluding Comments

This article discusses data arising from a longitudinal study of the attitudes, beliefs, and experiences of preservice teachers regarding the use of popular culture in the primary literacy curriculum in England. Eighteen students took part in a series of interviews throughout their three-year initial teacher education course. Data were inductively coded. The responses of three students are analyzed using a number of the theoretical concepts developed by Bourdieu in order to explore how students' agency was limited in relation to their use of popular cultural texts. Findings indicate that consideration needs to be given to the way in which habitus, capital, and field interrelate if preservice teachers' decision-making processes with regard to the curriculum are to be understood, rather than examining any or all of these concepts in isolation. In addition, challenges to dominant practices can occur when there is tension between habitus and field. It is suggested that preservice teachers need opportunities to explore the relationship between structure and agency if they are to understand the limitations on their practice and challenge traditional models of the literacy curriculum. Implications for teacher education and future research are addressed. /// [Spanish] Este trabajo discute los datos surgidos de un estudio longitudinal sobre las attitudes, creencias y experiencias de futuros docentes con referencia al uso de la cultura popular en el currículo de alfabetización de nivel primario en Inglaterra. Dieciocho estudiantes participaron en una serie de entrevistas a lo largo de los tres años del curso de formación de docentes primarios. Los datos se codificaron inductivamente. Se analizaron las respuestas de tres estudiantes usando varios de los conceptos te6ricos desarrollados por Bourdieu a fin de explorar de qué modo los estudiantes estaban limitados como agentes en relación con el uso de textos de cultura popular. Los hallazgos indicaron que, para entender los procesos de toma de decisiones de los futuros docentes respecto del curriculo, debiera tomarse en consideración la forma en que interactúan hábitus, capital y campo, en lugar de examinar alguno o todos estos conceptos en forma aislada. Asimismo, cuando hay tensión entre hábitus y campo podrian plantearse desafios a las pdcticas dominantes. Se sugiere que los futuros docentes necesitan oportunidades para explorar la relación entre estructura y agente a fin de cornprender las limitaciones de su prática y desafiar los modelos tradicionales del curriculo de alfabetización. Se mencionan las consecuencias para la formación docente y la investigación futura. /// [German] Dieser Aufsatz diskutiert die aus einer Langzeitstudie hervorgegangenen Daten von Einstellungen, Überzeugungen und Erfahrungen von angehenden Lehrern bezüglich der Nutzung populärer Kultur im Schreib- und Leselehrplan für Grundstufen in England. Achtzehn Studenten beteiligten sich in einer Serie von Interviews im Verlauf ihres dreijährigen anfänglichen Lehrerausbildungsstudiums. Die Daten wurden induktiv kodiert. Die Antworten von drei Studenten wurden unter Venvendung einer Anzahl theoretischer, durch Bourdieu entwickelter Konzepte analysiert, um zu erforschen wie die Mithilfe der Studenten sich in Relation zur Venvendung von Texten populärer Kultur limitierte. Die Ergebnisse zeigen auf, daß Überlegungen über die Art und Weise angestellt werden sollten, inwieweit Habitus, Kapital und Umfeld zusammenwirken, wenn Entscheidungsprozesse der angehenden Lehrer in bezug zum Lehrplan verstanden werden sollen, anstatt nur einige oder alle Konzepte in ihrer Isolation zu betrachten. Hinzu kommt, daß Hera~sforderun~eznu vorherrschenden Verfahrensweisen entstehen konnen, wenn Spannungen zwischen Habitus und Umfeld bestehen. Es wird empfohlen, daß angehende Lehrer Möglichkeiten zum Sondieren der Beziehung zwischen Struktur und Mithilfe benötigen, damit sie die Grenzen ihrer Einwirkung verstehen und um traditionelle Modelle des Schreib- und Leselehrplans in Frage zu stellen. Auswirkungen zur Lehrerausbildung und zukiinftigen Erforschung sind angesprochen. /// [Japanese] 本稿は、イングランドのノJ＼学校リテラシーカリキュラムに おけるポップカルチャーの使用に 関する教員候補生の姿勢、信念、経験の縦断的研究で集 められたデータを議論する。3 年間 の新任教員養成コースを通じて行われたインタビューに 、18 人の学生が参加した。データ は、帰納的に分析された。ポップカルチャーのテキスト の使用に関して学生の行為主体性が いかに限られたものであるのかを探求するために、ブル デューによって展開された多くの理 論的概念を用いて、学生3 人の返答が分析された。結果、教員候補生のカリキュラ ムに関す る意思決定過程を理解するためには、ハビトウス、キャ ピタル、フィールドという概念のい ずれかまたはそのすべてを単独で吟味するよりはむしろ 、そうした概念がいかに相互に関係 しているのかを考慮する必要があると示唆される。さら に、ハビトウスとフィールドとの間 に緊張があるとき、支配的実践に対する挑戦が起こりう る。教員候補生が自分達の実践への 制限を理解し、伝統的な型のリテラシーカリキュラムに 挑むならば、彼らにとって構造と行 為主体性との関係を探求する機会が必要であることが示 唆される。教員教育と今後の研究へ の示唆を考察する。 /// [French] Ce texte iscute les données provenant d'une étude longitudinale des attitudes, croyances et expériences d'enseignants en formation concernant l'utilisation de la culture populaire dans le programme de formation à la lettracie en Anglettere. Dix huit étudians ont participé à une série d'entretiens tout au long de leurs trois années de formation pour devenir enseignants. Les données ont été codées de façon inductive. On anlysé les résponses de trois étudiants en utilisant plusieurs concepts développées par Bourdieu afin de voir comment l'action des études est limitée en ce qui concerneleur utilisation des textes de cluture populaire. Les résultats montrent qui 'il faut prendre en considération la faç on dont l'habitus, le capital, et le champ sont interreliés si l'on veut comprendre le processus de prise de décision des enseignants en formation en ce qui concerne le programme de formation, plutôt que d' examiner un concept particulier voire tous mais isolémer. De plus, des mises en question des pratiques dominantes peuvent seproduire quand il y a une tension entre l'habitus et le champ. On suggère qu 'il est nécessaire que les enseignants en formation aient des occasions d'explorer les relations entre structure et action pour pouvoir comprendre les limites de leur pratique et mettre en question modèles traditionnels du progarmme de formation en lettracie. On propose des implications pour la formation des maÎtres et de nouvelles recherches. /// [Russian] В статье обсужAаю тся Aанные, поΛучен ные вхоAе проAоAжите Λьного иссΛеAова ння преAст авΛений, установок и опыта буAущих учитеΛеи, связанно го с испоΛ ьзованием попкуΛьту ры при обуч ении грамотнос ти в начаΛь ных шкоΛах АнгΛии. В те чение трех Λетнего курса обуч ения восем наAцать стуAентов пеAагогиче ского факу Λьтета отв етиΛи на вопросы нескоΛьк их интервь ю. Aанные быΛи инAук тивно зако Aированы. На основе некоторых теоретиче ских поΛож ений, преAΛо женных БурAье, анаΛ изируются ответы трех стуAен тов. ЦеΛь-оп реAеить, как незнан ие способс твует неприятию испоΛьзов ания попку Λьтурных текстов. РезуΛьта ты поAсказы вают: чтобы понять, как буAущие учитеΛя принимают решения о том, что именно вкΛючать в учебные программы, необоAимо рассматри вать \"habitus\", \"капи таΛ\" и разΛи чные \"поΛя\" (термины БурAье) во взаимо связи, а не изоΛирова нно Aруг от Aруга. Кроме того, когAа межAу \"habitus\" и \"поΛем\" существ ует напря женность, возникает угроза Aоминирующ им в общест ве практик ам. В качест ве вывоAа преAΛагает ся созAать AΛя буAущих учитеΛей возможно сть иссΛеAо вать отнош ения межAу \"структуро й\" и \"ргенто м\", тоΛько так они смогут понять, что именно ограничив ает их прак тику, и бросить вызов тра Aиционным моAеΛям уче бных прогр амм по разв итию грамо тности. В статье рассматри вается значение Aанных выво Aов AΛя систе мы пеAагоги ческого образован ия и буAущих иссΛеAова ний.

Currently, the gold standard treatment for periprosthetic joint infection (PJI) after total knee arthroplasty (TKA) is 2-stage revision, but few studies have looked at the economic impact of PJI on the health care system. The objective of this study was to obtain an accurate estimate of the institutional cost associated with the management of PJI in TKA and to assess the economic impact of PJI after TKA compared to uncomplicated primary TKA. We identified consecutive patients in our institutional database who had undergone 2-stage revision TKA for PJI between 2010 and 2014 and matched them on age and body mass index with patients who had undergone uncomplicated primary TKA over the same period. We calculated all costs associated with the 2 procedures and compared mean costs, length of stay, clinical visits and readmission rates between the 2 groups. There were 73 patients (mean age 68.8 [range 48–91] yr) in the revision TKA cohort and 73 patients (mean age 65.9 [range 50–86] yr) in the primary TKA cohort. Two-stage revision surgery was associated with a significantly longer hospital stay (mean 22.7 d v. 3.84 d, p < 0.001), more outpatient clinic visits (mean 8 v. 3, p < 0.001), more readmissions (29 v. 0, p < 0.001) and higher overall cost (mean $35 429.97 v. $6809.94, p < 0.001) than primary TKA. Treatment for PJI after TKA has an enormous economic impact on the health care system. Our data suggest a fivefold increase in expenditure in the management of this complication compared to uncomplicated primary TKA. À l’heure actuelle, le traitement par excellence d’une infection de prothèse articulaire (IPA) survenant après une arthroplastie totale du genou (ATG) est l’arthroplastie de révision en 2 étapes. Toutefois, peu d’études se sont penchées sur les répercussions économiques de l’IPA sur le système de santé. La présente étude visait donc à estimer de façon précise le coût de prise en charge de l’IPA par les établissements, ainsi qu’à évaluer les répercussions économiques de l’IPA après une ATG, comparativement à celles d’une ATG primaire sans complications. Nous avons recensé, dans la base de données de notre établissement, tous les patients consécutifs ayant subi une ATG de révision en 2 étapes pour une IPA entre 2010 et 2014, puis les avons jumelés en fonction de l’âge et de l’indice de masse corporelle avec des patients ayant subi une ATG primaire sans complications durant la même période. Nous avons calculé tous les coûts associés aux 2 interventions, et avons comparé la moyenne des coûts, de la durée d’hospitalisation, des visites cliniques et des réadmissions entre les 2 groupes. On comptait 73 patients (âge moyen 68,8 ans [plage 48–91 ans]) dans la cohorte d’ATG de révision, et 73 patients (âge moyen 65,9 ans [plage 50–86 ans]) dans la cohorte d’ATG primaire. L’ATG de révision en 2 étapes, comparativement à l’ATG primaire, a été associée à une durée d’hospitalisation significativement plus longue (moyenne 22,7 j c. 3,84 j; p < 0,001), à un plus grand nombre de visites en clinique externe (moyenne 8 visites c. 3 visites; p < 0,001), à un taux plus élevé de réadmission (29 réadmissions c. 0 réadmission; p < 0,001) et à des coûts globaux plus élevés (moyenne 35 429,97 $ c. 6809,94 $; p < 0,001). Le traitement de l’IPA après une ATG a d’énormes répercussions économiques sur le système de santé. Selon nos données, les dépenses liées à la prise en charge de cette complication pourraient être 5 fois plus élevées que celles liées à une ATG primaire sans complications.