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"Storm, Scott"
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White light : Heiberg Cummings Design
\"Norway and New York City-based interior designers Bernt Heiberg and Bill Cummings of Heiberg Cummings Design bring both an eye for Scandinavian minimalism and an appreciation for a traditional American aesthetic to each of their projects. Bernt and Bill value individual expression above all, and are profoundly inspired by their clients' own tastes and personalities. Whether reimagining a secluded home in the country or an apartment looking out over the skyline of Manhattan, the firm tailors each space to its unique inhabitants. With a flair for elegant details, their personal signature is a fusion of light, spaciousness, and muted colors that resonates with contemporary taste. This spirit is evident in this lavishly illustrated book, which includes a combination of formal essays and handwritten notes detailing Bernt and Bill's inspirations and thought processes, as well as snapshots of glamorous events and locations. The whimsical text combined with the vivid mix of color, black and white, and collage-style prints perfectly illustrate the eclectic style of this up and coming design firm\"--Amazon.com, viewed December 10, 2012.
Book
Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula
Purpose
This study aims to explore the implications of a recent case in spring 2022 where the novel Dracula went “viral” as tens of thousands of Tumblr users participated in a serialized re-reading and discussion of the text through the hashtags #dracula and #dracula daily.
Design/methodology/approach
The authors use a mixed-methods sequential explanatory design approach (quant: topic modeling; qual: multimodal content analysis) to examine how users describe their own practices as well as top posts (more than 25,000 likes, comments and reblogs) in the first month of the collective reading of the novel.
Findings
The authors found that the serialization of Dracula made space for “wandering reading practices” (Chavez, 2010) relevant to this interpretive community on Tumblr. The quantitative methods determined specific affective, intertextual and serialized aspects of textual play that were salient to readers. In top posts themselves, the authors saw readers creating metaleptic content imagining characters like the protagonist Jonathan in other novels or contexts, as well as processing and playing with their collective emotional responses toward characters. Additionally, readers used irony or satire through multimodal compositions to create literary arguments.
Originality/value
Playfully analyzing literature together through intertextual connections and multimodal memes has the potential to be both emotionally resonant, culturally relevant and supportive of literary interpretive practices. Based on these findings, the authors provide suggestions for teachers working to embrace interpretive play in formal learning spaces.
Journal Article
Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game
Purpose
This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.
Design/methodology/approach
This study is a discourse analysis of approximately 85 hours of audio collected over one year.
Findings
Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.
Originality/value
This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.
Journal Article
Form, criticality, and humanity: topic modeling the field of literary studies for English education
Purpose
Research on disciplinary literacy in English has struggled with how to represent large-scale disciplinary communities and consider issues of justice and power. The purpose of this study is to offer insights into the disciplinary practice of a community of literary scholars.
Design/methodology/approach
Using statistical topic modeling augmented with complementary qualitative analysis and interpretive rhetorical analysis, the authors describe patterns in a corpus of 4,039 articles published in the year 2018 and drawn from 215 peer-reviewed literary journals, a corpus comprising 15.5 million words.
Findings
Analysis suggests that contemporary literary scholars collectively build knowledge that considers diverse matters of form, including literary and linguistic forms, literary works and other representational forms; criticality, including critical theories and critical concepts; and humanity, including humanistic themes, human institutions and people/places.
Originality/value
This manuscript offers detail about the nature of contemporary literary scholarship as evident through linguistic patterns in and across published works.
Journal Article
Aesthetic Literacies: A Multi-Method Study of Youth Textual Interpretation and Social Justice in a Digital Learning Ecology
This dissertation is a multi-method study that engaged youth in a digital learning ecology called Literacy Scholars for Justice and focused on critical aesthetic textual interpretation. I employ a queer methodology as the dissertation study’s overarching methodological framework. I collected data in a virtual learning ecology during a two-year summer literary salon by drawing on critical approaches to Design Research. The dataset for the full dissertation included transcripts and recordings of the salon sessions, verbal protocols of youth interpreting texts, semi-structured interviews, and participant writing conferences as well as participants’ writing and researcher field notes. To analyze these data I employed quantitative, qualitative, and interpretive methods including tools from computational stylistics, machine learning, grounded theory, discourse analysis, and literary close reading. I found that youth engaged in aesthetic literacies through reading, talk, and writing. In reading and interpretation youth employed stances and practices at various interpretive scales to analyze aesthetic forms. In talk, youth discursively constructed distinct interpretive communities which developed over time. In writing youth employed a collective compositional repertoire of moves that pushed the group toward future-oriented understandings of social justice by engaging with the queer aesthetic imagination. This study contributes to knowledge of learning ecologies, social justice, and literacies and has broad implications for teaching and learning about the power of aesthetics and social justice.
Dissertation
Designing interpretive communities toward justice: indexicality in classroom discourse
Purpose
This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.
Design/methodology/approach
Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.
Findings
The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.
Originality/value
This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.
Journal Article
Teacher-Researcher-Leaders
This essay examines the author’s experiences with becoming a teacher-researcher-leader across many years within two contrasting urban public school contexts. The article works against a traditional “myth” that views teaching as de-professionalized, low-skill and instead argues for teaching as professional, collaborative, political, and intellectual. The essay makes this argument by offering thick description of various teacher research projects and teacher leadership moves to illustrate how teacher inquiry can be used to improve student learning, improve teacher practice, and work toward equity and justice in classrooms, schools, and society.
Journal Article
Humanizing Horror
Jones et al believe that critically analyzing literary monsters supports youth in fostering tolerance and acceptance of others in and beyond their classrooms. Here, they present a four-step framework for reading horror texts together in humanizing ways. To illustrate how to accomplish this, they share classroom activities, highlighting the successes and challenges of this approach. In addition to horror novels, they share how to study horror through films, comics, and short stories.
Journal Article