title: Browsing around a Digital Library: Today and Tomorrow

authors: Witten, Ian H.

subjects: computer science

abstract: What will it be like to work in tomorrow’s digital library? We begin by browsing around an experimental digital library of the present, glancing at some collections and showing how they are organized. Then we look to the future. Although present digital libraries are quite like conventional libraries, we argue that future ones will feel qualitatively different. Readers- and writers- will work in the library using a kind of context-directed browsing. This will be supported by structures derived from automatic analysis of the contents of the library- not just the catalogue, or abstracts, but the full text of the books and journals- using new techniques of text mining.

text: Browsing around a Digital Library: Today and Tomorrow What will it be like to work in tomorrow’s digital library? We begin by browsing around an experimental digital library of the present, glancing at some collections and showing how they are organized. Then we look to the future. Although present digital libraries are quite like conventional libraries, we argue that future ones will feel qualitatively different. Readers- and writers- will work in the library using a kind of context-directed browsing. This will be supported by structures derived from automatic analysis of the contents of the library- not just the catalogue, or abstracts, but the full text of the books and journals- using new techniques of text mining.

year: 2000

title: Aging and chronic illness in language and sexuality

authors: Peel, Elizabeth

abstract: In Western societies and globally, there is an ageing demographic, and public health issues, such as dementias, are often described using hyperbolic metaphors like 'tsunami' and 'time bomb'. This chapter provides an overview of the current knowledge regarding sexualities, ageing, and chronic illness. Specifically, we concentrate on discursive research from various social science disciplines that have contributed to our understanding of the lives and experiences of older LGBTQ individuals. Our review includes research on ageism and chronic conditions that affect older people, such as dementia and type 2 diabetes. We also discuss our own empirical research conducted in these areas, as well as the manifestations of heterosexism and heteronormativity within these contexts. By using illustrative examples that highlight the intersection of language, sexuality, ageing, and chronic illness, we emphasize the importance of this field in language and sexuality scholarship. Furthermore, we suggest future directions for research and the development of studies focusing on these significant topics.

text: Aging and chronic illness in language and sexuality In Western societies and globally, there is an ageing demographic, and public health issues, such as dementias, are often described using hyperbolic metaphors like 'tsunami' and 'time bomb'. This chapter provides an overview of the current knowledge regarding sexualities, ageing, and chronic illness. Specifically, we concentrate on discursive research from various social science disciplines that have contributed to our understanding of the lives and experiences of older LGBTQ individuals. Our review includes research on ageism and chronic conditions that affect older people, such as dementia and type 2 diabetes. We also discuss our own empirical research conducted in these areas, as well as the manifestations of heterosexism and heteronormativity within these contexts. By using illustrative examples that highlight the intersection of language, sexuality, ageing, and chronic illness, we emphasize the importance of this field in language and sexuality scholarship. Furthermore, we suggest future directions for research and the development of studies focusing on these significant topics.

year: 2018-09

title: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies

authors: Graham, Judith Ann

subjects: key competencies

abstract: This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

text: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

year: 2019