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Sophie Screwdriver and the classroom
Sophie Screwdriver and the Tool Team fix up the classroom.
Book
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming
In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in-class and directly classroom-related uses of technology. This article broadens the scope of inquiry to include L2 and foreign language-related uses of technology that extend into the interstitial spaces between instructed L2 contexts and entirely out-of-school noninstitutional realms of freely chosen digital engagement. Two demographically and sociologically significant phenomena are examined in detail; the first focuses on participation in Internet interest communities such as fan fiction and virtual diaspora community spaces and the second describes a continuum of three-dimensional graphically rendered virtual environments and online games. A review of research in each of these areas reveals extended periods of language socialization into sophisticated communicative practices and demonstrates the salience of creative expression and language use as tools for identity development and management. In the final section of the article, we suggest a number of possibilities for synergistically uniting the analytic rigor of instructed L2 education with the immediacy and vibrancy of language use in digital vernacular contexts.
Journal Article
Speculative frictions: writing civic futures after AI
Purpose
The purpose of this study is to examine how young people imagine civic futures through speculative fiction writing about artificial intelligence (AI) technologies. The authors argue that young people’s speculative fiction writing about AI not only helps make visible the ways they imagine the impacts of emerging technologies and the modes of collective action available for leveraging, resisting or countering them but also the frictions and fissures between the two.
Design/methodology/approach
This practitioner research study used data from student artifacts (speculative fiction stories, prewriting and relevant unit work) as well as classroom fieldnotes. The authors used inductive coding to identify emergent patterns in the ways young people wrote about AI and civics, as well as deductive coding using digital civic ecologies framework.
Findings
The findings of this study spotlight both the breadth of intractable civic concerns that young people associate with AI, as well as the limitations of the civic frameworks for imagining political interventions to these challenges. Importantly, they also indicate that the process of speculative writing itself can help reconcile this disjuncture by opening space to dwell in, rather than resolve, the tensions between “the speculative” and the “civic.”
Practical implications
Teachers might use speculative fiction writing and the digital civic ecologies framework to support students in critically examining possible AI futures and effective civic actions within them.
Originality/value
Speculative fiction writing offers an avenue for students to analyze the growing civic concerns posed by emerging platform technologies like AI.
Journal Article
Dreaming beyond the Classroom: Exploring Youth Imagination, Civic Praxis, and Relational Pedagogy in Schools
Drawing from theories of youth speculative civic literacies and freedom dreaming, this article explores how youth imagine the future of education and what roles schools and teachers play in fostering students’ dreaming. In this research study, the three co-authors—a literacy professor, an undergraduate English major, and a graduating high school student/future teacher—engage in intergenerational qualitative data analysis to discover how youth cultivate the capacities and imagination to engage in speculative educational dreaming. Through analysis of student interviews and youth counternarratives, we found that the types of interactions students have with their teachers as well as the availability of authentic opportunities for youth to engage in civic thought and action in schools are instrumental in the shaping of youth imagination and agency. For many students, school is something that is happening to them rather than for them. However, when their ideas and voices are heard within schools, it compels students to think about the world outside of school and their place in it. Conceptualizing student dreaming as acts of discovering and moving toward one’s purpose, we posit that engagement in critical civic praxis and relational encounters in learning environments are instrumental factors in the cultivation of youth agency and capacities for freedom dreaming.
Journal Article
Evidence Without Hype, Gamified Quizzing in EFL and ESL Classrooms in Low-Input Contexts, a Critical Review and Minimum Reporting Standards
This review examines the contemporary evidence on digital gamification’s effect on English as a foreign language (EFL) and English as a second language (ESL) classrooms’ outcome. The study focuses on vocabulary and other course-integrated skills in low-input contexts. We synthesise findings from education-wide meta-analyses and recent language-specific studies using a narrative approach organised by four questions on learning performance, classroom dynamics, student perceptions, and teacher practices. Across sources, gamification is associated with minor improvements in assessed performance, particularly in vocabulary and reading. Studies also frequently report gains in motivation and moment-to-moment classroom energy. These benefits are not uniform. Effects depend on element mixes, social format, pacing, and assessment timing, and they can taper with repeated use. Evidence on durability remains limited because immediate post-tests dominate and delayed outcomes are scarce. Most studies rely on perception surveys or platform logs rather than systematic observation. Students typically report enjoyment and usefulness with low to moderate anxiety, while teachers highlight the value of quick feedback and predictable routines alongside practical constraints such as preparation time, connectivity, class size, and tool fit. We propose minimum reporting standards that specify dose, element configuration, social design, assessment windows, reliability, inclusion context, and low-tech fallbacks. Better reporting and longer follow-ups are needed to separate short spikes from durable learning.
Journal Article
The psychological and functional factors driving metaverse resistance
PurposeWhile the metaverse is promised to be the next big step for the Internet, this new technology may also bear negative impacts on individuals and society. Drawing on innovation resistance literature, this article explores the reasons for metaverse resistance.Design/methodology/approachThe study is based on 66 semi-structured interviews, and the subsequent data were analysed thematically.FindingsThe findings revealed 11 reasons for metaverse resistance: lack of understanding, lack of regulation, addiction avoidance, claustrophobia, loss of social ties, disconnection from reality, privacy concerns, extreme consumer society, unseen benefits, infeasibility and nausea.Practical implicationsBy understanding the various reasons for metaverse resistance managers and policymakers can make better decisions to overcome the challenges facing this innovation, rather than adopting a “one-size-fits-all” approach.Originality/valueWhile the literature has mainly adopted a positive perspective on the metaverse, this research offers a more nuanced view by identifying the reasons why consumers may resist the metaverse. Furthermore, this study introduces for the first-time “addiction-driven-innovation-resistance (ADIR)” as a potential reason for metaverse resistance, which may also apply to other cases of innovation resistance, when new innovations are perceived as being “too good” and therefore potentially addictive.
Journal Article
Social Fiction: Leavy Pioneers a Genre
In this article Sleeter details how Patricia Leavy pioneered the genre of social fiction. She details the method and the publication of the landmark Social Fictions book series, the first and only series of its kind. Sleeter reviews a handful of Leavy’s acclaimed novels, her own fiction, and other titles in the series. She explains how and why social fiction is significant for the qualitative research community.
Journal Article
Speculative Fiction and Curriculum Theorizing
MORNA MCDERMOTT MCNULTY, my longtime friend and colleague in the field, inspired this special issue as a result of one of her presentations that I attended at JCT\"s Bergamo Conference in Fall 2023... For this special issue we specifically emphasize the methodology of \"ficto-currere\" (McDermott, 2018) by which the imaginary becomes a means for layering self and memory with a commitment to social justice and global sustainability. In this sense, we use currere to conjure research findings that \"provoke public interest. Hope is in the waiting (and, in the writing), and there is nothing but this moment now, even as we search for the 'thing' or event that is the \"next.\" Because something is simply nothing but anticipation until your body is full of both light and shadow, particle and wave, in movement.
Journal Article
Freedom Dreaming in a Broken World
All activism is science fiction, for envisioning a world without oppression requires the active creation of socially just societies formed from innovative ideas and visionary possibilities. Black girls have historically engaged in science fiction by using their voices and written words to construct socially just worlds in hopes that their dreams of the future can become realities. Still, there is scant research centering how Black girls use fiction writing, generally, and science fiction writing, specifically, as a social justice practice. Drawing from a larger narrative inquiry project with the objective of determining how Black girls might use written and oral storytelling to discuss, critique, and subvert experiences with social in/justice, this article connects the Black Radical Imagination and Critical Race English Education to consider the science fiction short stories of three Black girls. In focusing on these stories, I explore how Black girls’ science fiction writing is grounded in their ways of being and knowing, but also how this writing foregrounds their freedom dreams. Further, I provide insight into how English teachers and literacy researchers can alter pedagogical practices to make space for Black girls’ dreams.
Journal Article