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data-dom-id="Pill-react-component-ecf85d17-0de0-48c7-9309-0aa3dd0b4b83"></div> <div id="Pill-react-component-ecf85d17-0de0-48c7-9309-0aa3dd0b4b83"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="163466673" href="https://www.academia.edu/Documents/in/Sociology"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Sociology"]}" data-trace="false" data-dom-id="Pill-react-component-50115322-cfda-4426-a392-2fe5dbcf6324"></div> <div id="Pill-react-component-50115322-cfda-4426-a392-2fe5dbcf6324"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by James Gee</h3></div><div class="js-work-strip profile--work_container" data-work-id="127110901"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/127110901/Nordic_Journal_of_Literacy_Research_Some_Prospects_and_Challenges"><img alt="Research paper thumbnail of Nordic Journal of Literacy Research – Some Prospects and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/120892540/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/127110901/Nordic_Journal_of_Literacy_Research_Some_Prospects_and_Challenges">Nordic Journal of Literacy Research – Some Prospects and Challenges</a></div><div class="wp-workCard_item"><span>Nordic journal of literacy research</span><span>, Sep 1, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education in our society is increasingly oriented towards competition and anxious impatience with...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education in our society is increasingly oriented towards competition and anxious impatience with measurable outcomes in the short term. Similar to the global economy, there is little trust and patience regarding long-term perspectives and features surrounding the maximum profit in the shortest possible time. These mechanisms are working their destructive powers on our natural resources and on possibilities for people to make meaningful lives. By invading the school systems all over the world, this short-sighted view also threatens to undermine the possibility of people of the future critically examining and resisting a scenario wherein human beings are but functions in a fully automatised society. We live in a high-risk and imperiled world. We face pressing problems from a myriad of complex systems spinning out of control. These are systems such as global warming, environmental degradation, massive inequality, disruptions from automation and new media, and a global speculative capitalism unmoored from productivity and devoted to short-term interests. Near constant global conflicts are exasperated by all these forces. In this context, we badly need to rethink business as usual in our schools, colleges, and society as a whole. We need to think about the role of literacy, teaching, and learning, in and out of school, in terms of preparing young people to live in a fast-changing, complex, and high-risk world, where critical thinking and collective intelligence will be crucial. It is more important than ever before now to start an educational dialogue that sees education as part of a larger picture than simply producing the workforce needed in the future economy, especially when in reality we have no idea what this workforce or future will be. Indeed, important values developed through our entire cultural history are at stake here. We need research that views education against both a broad social and historical background and a cross-disciplinary appraisal of the future, both in terms of its perils and its possibilities. We should fight to retain core academic values around knowledge, evidence, and innovation unblinkered by short-term economic interests, and to face a future in which change is inevitable, business as usual won't work, and individuals and institutions will need to develop great resilience. In the end, we must focus on what type of people and what type</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6dd5ee6f7c322918b5015ab2dba39c6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120892540,"asset_id":127110901,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120892540/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="127110901"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="127110901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 127110901; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=127110901]").text(description); $(".js-view-count[data-work-id=127110901]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 127110901; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='127110901']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6dd5ee6f7c322918b5015ab2dba39c6" } } $('.js-work-strip[data-work-id=127110901]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":127110901,"title":"Nordic Journal of Literacy Research – Some Prospects and Challenges","translated_title":"","metadata":{"publisher":"Cappelen Damm Akademisk","grobid_abstract":"Education in our society is increasingly oriented towards competition and anxious impatience with measurable outcomes in the short term. 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In this context, we badly need to rethink business as usual in our schools, colleges, and society as a whole. We need to think about the role of literacy, teaching, and learning, in and out of school, in terms of preparing young people to live in a fast-changing, complex, and high-risk world, where critical thinking and collective intelligence will be crucial. It is more important than ever before now to start an educational dialogue that sees education as part of a larger picture than simply producing the workforce needed in the future economy, especially when in reality we have no idea what this workforce or future will be. Indeed, important values developed through our entire cultural history are at stake here. We need research that views education against both a broad social and historical background and a cross-disciplinary appraisal of the future, both in terms of its perils and its possibilities. We should fight to retain core academic values around knowledge, evidence, and innovation unblinkered by short-term economic interests, and to face a future in which change is inevitable, business as usual won't work, and individuals and institutions will need to develop great resilience. In the end, we must focus on what type of people and what type","owner":{"id":163466673,"first_name":"James","middle_initials":null,"last_name":"Gee","page_name":"JamesGee","domain_name":"asu","created_at":"2020-07-12T18:31:12.161-07:00","display_name":"James Gee","url":"https://asu.academia.edu/JamesGee"},"attachments":[{"id":120892540,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/120892540/thumbnails/1.jpg","file_name":"154.pdf","download_url":"https://www.academia.edu/attachments/120892540/download_file","bulk_download_file_name":"Nordic_Journal_of_Literacy_Research_Some.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/120892540/154-libre.pdf?1737233419=\u0026response-content-disposition=attachment%3B+filename%3DNordic_Journal_of_Literacy_Research_Some.pdf\u0026Expires=1742048873\u0026Signature=FDoJeEq0Lm0cB~RHaKVSU6D8gOMwvVKFnL96ifuKkkSc2ZtORymw56wOcthyZdueaOzaQ14qs7HLu96kX-RnSxQFXJAa~OizX2xFN8QkdsZ2~Lqpu98cyJ6iW0ivtSL8CikemSks2ztHTglhinw~5bvbOQpskYkM4Vc8wAhoNzVlbjS8ONcqnPQv39Zcz0zqpztofQ3ao4Wk5qu2guUhmU6xvJ6NhdagPpHx1ReMZc3jpCSCfWOr4WOGHQdTfSjRrJYVD57CBYsltbJTfQ8YzGpDIbkxgsGcqimIO0j5APUwzcQcuV089tQm3-IurzbeCZ~mIb-mJepTenSItcmI4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":120892541,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/120892541/thumbnails/1.jpg","file_name":"154.pdf","download_url":"https://www.academia.edu/attachments/120892541/download_file","bulk_download_file_name":"Nordic_Journal_of_Literacy_Research_Some.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/120892541/154-libre.pdf?1737233420=\u0026response-content-disposition=attachment%3B+filename%3DNordic_Journal_of_Literacy_Research_Some.pdf\u0026Expires=1742048873\u0026Signature=ReJMo0d8XyBsFAgfloClujBUA1oLcMCqFtPKA2ISeR7l2t5V8NAWFBCa~pIN6sVVVyuWE91SdBZ8-YJ9P1mrKtTCo8W7kp8Cq21yndx9bByzZ-QGSH8QSGUMzG3oUIufN~MVLurhAS-IRppP3FdXfC7Ue~3dHzioPebSUvrsbAdu5FtyAjaJvvswL65BX8~Xteiy30LjjGSjlwK2fILVMElpoVQCjkp2lvEVcwkUFzts-oZBPF-X-fncFDmEMjfpJ3KHWG6I2s~g-Ih05XjfFgGpYPj8Az42EnINbaVZ2Z~FmoUeLZGSKgqMNaZ3FN0yZahyzWbaisXAOyUodSyK0w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"}],"urls":[{"id":46532968,"url":"https://nordicliteracy.net/index.php/njlr/article/download/169/154"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="127110897"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/127110897/Cats_and_Portals_Video_Games_Learning_and_Play"><img alt="Research paper thumbnail of Cats and Portals: Video Games, Learning, and Play" class="work-thumbnail" src="https://attachments.academia-assets.com/120892539/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/127110897/Cats_and_Portals_Video_Games_Learning_and_Play">Cats and Portals: Video Games, Learning, and Play</a></div><div class="wp-workCard_item"><span>American Journal of Play</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The author builds on arguments he has made elsewhere that good commercial video games foster deep...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The author builds on arguments he has made elsewhere that good commercial video games foster deep learning and problem solving and that such games in fact promote mastery as a form of play. Here he maintains that some good video games engage players with an important type of play, namely of play as discovery, of play as surmising new possibilities in a given environment. The game Portal exemplifies this form of play, a form designed to give players a smart tool that enables them to see these new possibilities and use them in innovative ways. The author concludes with a discussion beyond games of young people using smart tools to become Pro-Ams, that is, amateur experts at something for which they have developed a passion. I want in this paper to talk about video games and play. But let me start with games and learning. In past work, I have argued that good video games are learning engines. Good commercial video games are, for the most part, highly engaging problem-solving spaces. Since video games are often long, difficult, and complex, they must get themselves learned and mastered in effective ways. If they could not be learned and mastered in a motivating fashion, no one would play them, at least not for entertainment. Good games achieve good learning by building on sound learning principles (Gee , 2007)), principles supported by research in the learning sciences Gee 2007). Game designers do not, of course, necessarily read up on research in the learning sciences. Nonetheless, they have hit on these principles in the competitive race to make successful products that demand mastery of problem solving.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e5d7744a43352e9aae1ec35993c9539" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120892539,"asset_id":127110897,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120892539/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="127110897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="127110897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 127110897; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=127110897]").text(description); $(".js-view-count[data-work-id=127110897]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 127110897; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='127110897']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9e5d7744a43352e9aae1ec35993c9539" } } $('.js-work-strip[data-work-id=127110897]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":127110897,"title":"Cats and Portals: Video Games, Learning, and Play","translated_title":"","metadata":{"publisher":"The Strong","ai_title_tag":"Video Games as Tools for Learning and Discovery","grobid_abstract":"The author builds on arguments he has made elsewhere that good commercial video games foster deep learning and problem solving and that such games in fact promote mastery as a form of play. 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If they could not be learned and mastered in a motivating fashion, no one would play them, at least not for entertainment. Good games achieve good learning by building on sound learning principles (Gee , 2007)), principles supported by research in the learning sciences Gee 2007). Game designers do not, of course, necessarily read up on research in the learning sciences. 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If they could not be learned and mastered in a motivating fashion, no one would play them, at least not for entertainment. Good games achieve good learning by building on sound learning principles (Gee , 2007)), principles supported by research in the learning sciences Gee 2007). Game designers do not, of course, necessarily read up on research in the learning sciences. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="127110857"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/127110857/Discourse_analysis_of_games"><img alt="Research paper thumbnail of Discourse analysis of games" class="work-thumbnail" src="https://attachments.academia-assets.com/120892493/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/127110857/Discourse_analysis_of_games">Discourse analysis of games</a></div><div class="wp-workCard_item"><span>Routledge eBooks</span><span>, Feb 11, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A feld of discourse analysis applied to video games does not yet really exist. But could there be...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A feld of discourse analysis applied to video games does not yet really exist. But could there be such a thing? If there was such a thing, what would it teach us about discourse analysis for language? The question about whether there could be a feld devoted to the discourse analysis of games does not ask whether we can analyse games. We can analyse any semiotic system. However, to linguists, discourse analysis builds on syntax and semantics (Gee 2014a). That is, discourse analysis takes as its beginning point 'sentences' or 'utterances' that have already been assigned a structure (syntax) in terms of basic units and their combinations and a semantics in terms of the basic ('literal') meanings of these units and their combinations. Discourse analysis analyses language in use and it deals with meanings that go beyond semantics and involve context and inference. In my view, discourse analysis studies two closely related things (Gee 2014a). We can call these 'packaging' and 'fow'. First, discourse analysis studies how things are said and written and how they could have been said or written differently and what difference it makes that they were said or written the way they were. For example, why does someone say or write 'It took only an hour for my house to burn down in the fre' versus 'My house took only an hour to burn down in the fre'. In these two sentences information is packaged (combined) in different ways, using the syntactic resources of language with different intentions and expected effects. And, of course, this information could have been packaged into more than one sentence, for example: 'My house burned down in the fre. It took only an hour.' By the way, it is sometimes argued that there are no sentences in speech (see Gee 2014a for further discussion of this issue). This is, as far as I am concerned, not true. The basic rules of syntax determine what counts as a sentence. Of course, in speech, sentences are often more loosely organised and often more fragmented. Furthermore, intonation plays a major role in what count as units on the order of clauses and sentences.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63237fcf760708a6c68a82fdd4b546d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120892493,"asset_id":127110857,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120892493/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="127110857"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="127110857"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 127110857; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=127110857]").text(description); $(".js-view-count[data-work-id=127110857]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 127110857; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='127110857']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "63237fcf760708a6c68a82fdd4b546d5" } } $('.js-work-strip[data-work-id=127110857]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":127110857,"title":"Discourse analysis of games","translated_title":"","metadata":{"publisher":"Informa","grobid_abstract":"A feld of discourse analysis applied to video games does not yet really exist. 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First, discourse analysis studies how things are said and written and how they could have been said or written differently and what difference it makes that they were said or written the way they were. For example, why does someone say or write 'It took only an hour for my house to burn down in the fre' versus 'My house took only an hour to burn down in the fre'. In these two sentences information is packaged (combined) in different ways, using the syntactic resources of language with different intentions and expected effects. And, of course, this information could have been packaged into more than one sentence, for example: 'My house burned down in the fre. It took only an hour.' By the way, it is sometimes argued that there are no sentences in speech (see Gee 2014a for further discussion of this issue). This is, as far as I am concerned, not true. The basic rules of syntax determine what counts as a sentence. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124584765"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124584765/Conclusion_to_Part_II"><img alt="Research paper thumbnail of Conclusion to Part II" class="work-thumbnail" src="https://attachments.academia-assets.com/118783113/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124584765/Conclusion_to_Part_II">Conclusion to Part II</a></div><div class="wp-workCard_item"><span>What Is a Human?</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conclusion to Part II In Part II, I argued that lying and fetishes, as well as, following Tomasel...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conclusion to Part II In Part II, I argued that lying and fetishes, as well as, following Tomasello, the need to coordinate and cooperate, helped build the human mind. Humans became able to take and consider different perspectives, including the perspectives of others and even of fictional, fantastical, and spiritual beings. We came to think about the real and the unreal, the living, the dead, the undead, and the afterlife. We gained knowledge of not just pain-all animals have that-but of suffering, meaningless suffering, and death. We came to be haunted by ghosts of all different sorts. And we came to populate our minds with the judgmental voices of others, of our social groups and cultures, and of our ancestors, myths, religions, and sacred texts. What are we to make of this spectral, phantasmagorical, enchanted, and diabolical world-the human world of our spirtome interacting with our biome and the Gang of Six? Here the Stoics have something to tell us, but not what they intended. Stoicism was founded around 300 B.C.E. by Zeno of Citium (Cyprus today). 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But, of course, the id...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Perception played a key role in the aesthetics of William Carlos Williams. But, of course, the idea that art ought to concentrate on the authentic rendering of the object in all its immediacy and particularity goes well beyond Williams and, indeed, well beyond poetry as an art form. The authentic rendering of the perceived object is one of the wellsprings of art, and has played a central role in many critical theories. Let me take one instructive example, among many: Victor Shklovsky, the great Russian Formalist critic and writer, added to the importance of the perceived object in art his notion of ostranenie (defamiliarization, "making strange"), and concluded that: [.. .] art exists that one may recover the sensation of life; it exists to make one feel things, to make the stone stony (Lee and Reis 1965:12). Williams, also, wanted to make the stone stony. He also saw a crucial link between the object, perceived as "an arrangement of appearances, of planes," and supra-individual human emotional states and experiences. And Williams too added an additional notion to the importance of the perceived object in art, this was his famous concept of "local consciousness." Let me quote Bram Dijkstra on this point: Williams saw one's immediate environment, one's "locality," as the only source of that universal experience which, he thought, "great" art expresses. Such universal experience was communicable only on the basis of an authentic perception of the objects of the material world, which, he reasoned, could only stem from an accurate representation of the things we know, the things with which we are intimately familiar: the "sensual accidents" bred out of "the local conditions which confront us" (Dijkstra 1978:8).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cbb453be9a21363422430e128d4a9c32" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118783131,"asset_id":124584759,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118783131/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124584759"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124584759"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124584759; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124584759]").text(description); $(".js-view-count[data-work-id=124584759]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124584759; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124584759']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cbb453be9a21363422430e128d4a9c32" } } $('.js-work-strip[data-work-id=124584759]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124584759,"title":"The Structure of Perception in the Poetry of William Carlos Williams: A Stylistic Analysis","translated_title":"","metadata":{"publisher":"JSTOR","ai_title_tag":"Perception and Local Consciousness in Williams's Poetry","grobid_abstract":"Perception played a key role in the aesthetics of William Carlos Williams. But, of course, the idea that art ought to concentrate on the authentic rendering of the object in all its immediacy and particularity goes well beyond Williams and, indeed, well beyond poetry as an art form. The authentic rendering of the perceived object is one of the wellsprings of art, and has played a central role in many critical theories. Let me take one instructive example, among many: Victor Shklovsky, the great Russian Formalist critic and writer, added to the importance of the perceived object in art his notion of ostranenie (defamiliarization, \"making strange\"), and concluded that: [.. .] art exists that one may recover the sensation of life; it exists to make one feel things, to make the stone stony (Lee and Reis 1965:12). Williams, also, wanted to make the stone stony. He also saw a crucial link between the object, perceived as \"an arrangement of appearances, of planes,\" and supra-individual human emotional states and experiences. 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Such universal experience was communicable only on the basis of an authentic perception of the objects of the material world, which, he reasoned, could only stem from an accurate representation of the things we know, the things with which we are intimately familiar: the \"sensual accidents\" bred out of \"the local conditions which confront us\" (Dijkstra 1978:8).","publication_date":{"day":null,"month":null,"year":1985,"errors":{}},"publication_name":"Poetics Today","grobid_abstract_attachment_id":118783131},"translated_abstract":null,"internal_url":"https://www.academia.edu/124584759/The_Structure_of_Perception_in_the_Poetry_of_William_Carlos_Williams_A_Stylistic_Analysis","translated_internal_url":"","created_at":"2024-10-09T15:32:47.266-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":163466673,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118783131,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118783131/thumbnails/1.jpg","file_name":"d1970aa881ecb04ba31c520715f5fb801569.pdf","download_url":"https://www.academia.edu/attachments/118783131/download_file","bulk_download_file_name":"The_Structure_of_Perception_in_the_Poetr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118783131/d1970aa881ecb04ba31c520715f5fb801569-libre.pdf?1728515409=\u0026response-content-disposition=attachment%3B+filename%3DThe_Structure_of_Perception_in_the_Poetr.pdf\u0026Expires=1742048873\u0026Signature=AVkNgglhyANMVnGiU774WaajU9t7dO0uo~9AULtiBUwwmyJ1aiCDrZz4OFyslSE6h3O3pceu68MuXQAtgRKkRvPOy9Z8A39k-EwTLyyfCgbYusdnn0VmeII~wunwW73CaT0-LCWMNZkzh3eRev50OPU4Z~itmIrbdA837Lr2T7VCdB2nScI9ARkJ8kQSPd0dTJHjAYkTTrxiqTCbTTzcQZEu~TG8Hjd52dsduvfEyHKbOYRAzF1h6qSCBukxKDJPvCQbSO41mqaWGPmXgw5TNOC0SDjVOFRyiSh0Kf3OhnGdanWSnANWo1lu~Hlyzgb2kFPD~1NkU7o~hOVykL70aQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Structure_of_Perception_in_the_Poetry_of_William_Carlos_Williams_A_Stylistic_Analysis","translated_slug":"","page_count":24,"language":"en","content_type":"Work","summary":"Perception played a key role in the aesthetics of William Carlos Williams. But, of course, the idea that art ought to concentrate on the authentic rendering of the object in all its immediacy and particularity goes well beyond Williams and, indeed, well beyond poetry as an art form. The authentic rendering of the perceived object is one of the wellsprings of art, and has played a central role in many critical theories. Let me take one instructive example, among many: Victor Shklovsky, the great Russian Formalist critic and writer, added to the importance of the perceived object in art his notion of ostranenie (defamiliarization, \"making strange\"), and concluded that: [.. .] art exists that one may recover the sensation of life; it exists to make one feel things, to make the stone stony (Lee and Reis 1965:12). Williams, also, wanted to make the stone stony. He also saw a crucial link between the object, perceived as \"an arrangement of appearances, of planes,\" and supra-individual human emotional states and experiences. 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Such universal experience was communicable only on the basis of an authentic perception of the objects of the material world, which, he reasoned, could only stem from an accurate representation of the things we know, the things with which we are intimately familiar: the \"sensual accidents\" bred out of \"the local conditions which confront us\" (Dijkstra 1978:8).","owner":{"id":163466673,"first_name":"James","middle_initials":null,"last_name":"Gee","page_name":"JamesGee","domain_name":"asu","created_at":"2020-07-12T18:31:12.161-07:00","display_name":"James Gee","url":"https://asu.academia.edu/JamesGee"},"attachments":[{"id":118783131,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118783131/thumbnails/1.jpg","file_name":"d1970aa881ecb04ba31c520715f5fb801569.pdf","download_url":"https://www.academia.edu/attachments/118783131/download_file","bulk_download_file_name":"The_Structure_of_Perception_in_the_Poetr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118783131/d1970aa881ecb04ba31c520715f5fb801569-libre.pdf?1728515409=\u0026response-content-disposition=attachment%3B+filename%3DThe_Structure_of_Perception_in_the_Poetr.pdf\u0026Expires=1742048873\u0026Signature=AVkNgglhyANMVnGiU774WaajU9t7dO0uo~9AULtiBUwwmyJ1aiCDrZz4OFyslSE6h3O3pceu68MuXQAtgRKkRvPOy9Z8A39k-EwTLyyfCgbYusdnn0VmeII~wunwW73CaT0-LCWMNZkzh3eRev50OPU4Z~itmIrbdA837Lr2T7VCdB2nScI9ARkJ8kQSPd0dTJHjAYkTTrxiqTCbTTzcQZEu~TG8Hjd52dsduvfEyHKbOYRAzF1h6qSCBukxKDJPvCQbSO41mqaWGPmXgw5TNOC0SDjVOFRyiSh0Kf3OhnGdanWSnANWo1lu~Hlyzgb2kFPD~1NkU7o~hOVykL70aQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art"},{"id":3581,"name":"Poetry","url":"https://www.academia.edu/Documents/in/Poetry"},{"id":52408,"name":"Literary studies","url":"https://www.academia.edu/Documents/in/Literary_studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124584724"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124584724/Oral_Discourse_in_a_World_of_Literacy"><img alt="Research paper thumbnail of Oral Discourse in a World of Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/118783123/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124584724/Oral_Discourse_in_a_World_of_Literacy">Oral Discourse in a World of Literacy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2ebb5954ec9c3b8f068111fdbab91bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118783123,"asset_id":124584724,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118783123/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124584724"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124584724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124584724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124584724]").text(description); $(".js-view-count[data-work-id=124584724]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124584724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124584724']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c2ebb5954ec9c3b8f068111fdbab91bc" } } $('.js-work-strip[data-work-id=124584724]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124584724,"title":"Oral Discourse in a World of Literacy","translated_title":"","metadata":{"publisher":"Research in the Teaching of English","ai_title_tag":"Debating Oral and Written Discourse","grobid_abstract":"Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. 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I have pointed out several times that most of the (head) brain is composed of modules that process data and make decisions for reasons humans do not consciously know. These modules are encapsulated (sealed off) from the conscious part of the brain. The conscious part of the brain contains six systems. One is the Interpreter. The Interpreter uses whatever overt information it has to compose stories and explanations about what we have done or felt. These stories and explanations are often inaccurate, sometimes wildly so, for two reasons. First, we have no conscious access to a great deal of what goes on in our unconscious brain modules and in all the biological and chemical processes going on inside and around us, all of which affect us deeply. This means we are unaware of a good deal of information about why we acted or felt as we did. Second, as I have argued earlier, humans are not tropic to truth. They care much more whether their stories and explanations give them comfort and make them feel that things make sense and happened for a reason than they do about simple truth (accuracy). 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I have pointed out several times that most of the (head) brain is composed of modules that process data and make decisions for reasons humans do not consciously know. These modules are encapsulated (sealed off) from the conscious part of the brain. The conscious part of the brain contains six systems. One is the Interpreter. The Interpreter uses whatever overt information it has to compose stories and explanations about what we have done or felt. These stories and explanations are often inaccurate, sometimes wildly so, for two reasons. First, we have no conscious access to a great deal of what goes on in our unconscious brain modules and in all the biological and chemical processes going on inside and around us, all of which affect us deeply. This means we are unaware of a good deal of information about why we acted or felt as we did. Second, as I have argued earlier, humans are not tropic to truth. 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First, I am ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The last person anyone should take advice from about how be an academic today is me. First, I am a Baby-Boomer. We Baby-Boomers let colleges and the rest of the world go to hell in a handbasket on our watch. Second, . . . [download the PDF below and read more]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e11bbb2cd0e37011f350b2b333ed53fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266516,"asset_id":110453545,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266516/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453545"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453545"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453545; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453545]").text(description); $(".js-view-count[data-work-id=110453545]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453545; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453545']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e11bbb2cd0e37011f350b2b333ed53fd" } } $('.js-work-strip[data-work-id=110453545]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453545,"title":"Ramblings of an old academic: Unconfident advice for end-times academics","translated_title":"","metadata":{"abstract":"The last person anyone should take advice from about how be an academic today is me. 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For the nat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Literacy is a prerequisite for full participation in a modern, technological society. For the nation, broad-based literacy is a prerequisite for the effective functioning of democratic institutions at home and for continued competitiveness in an increasingly complex world. We think of the United States as a highly literate nation, and in the sense that nearly all citizens can read and write at a minimal level, it is. But full literacy implies far more than basic reading and writing proficiency. It implies an enculturation into ways of thinking, interpreting, and using language in a variety of complex activities and settings, typical of a rapidly changing and technologically advanced society. Moreover, it implies that this enculturation is widespread throughout the population. In both these senses, the U.S. is only partially literate. A good indicator of our current state of literacy is the recent National Assessment of Educational Progress report on literacy in young adults. This report showed that 95% of the young adults in the U.S. could read and understand the printed word. Yet only a small percentage could carry out moderately complex tasks using their literacy skills. These tasks were relevant to the real world of work and daily life, such as locating and using information in tables, graphs, forms and schedules, or applying arithmetic operations in combination with printed materials, as in balancing a checkbook or completing an order form. There was a dramatic dropoff in the number of young adults who could succeed as the tasks became even moderately difficult. Furthermore, minority subjects performed even less well than non-minority subjects in the study. On tasks such as synthesizing the main argument from a lengthy newspaper column or examining a menu, computing the cost of a specified meal and determining the correct change from a specified amount, only about 40% of the White subjects, 10% of the Black subjects and 20% of the Hispanic subjects were successful. Results such as these highlight a pervasive failure on the part of our schools in teaching the analytic and critical thinking skills that underlie high level literacy, a failure that disproportionately affects low-income and minority students. This failure makes a mockery of the principles of equal opportunity and equal access to schooling, and threatens America's standing as a technologically competitive nation. Previous research on reading and writing in this country has had a limited positive impact on educational practice. This is, in part, because research has tended to fragment the phenomenon of literacy. Studies have isolated aspects such as the texts students produce or read, students' individual cognitive processes while composing or comprehending text, and the social and institutional settings in which literacy practices take place. But ignoring the complex interrelations among the individual, social, and textual creates fundamental obstacles to understanding what it means to acquire literacy skills in school. It provides at best only partial solutions to teachers who</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e2c80c99453e16dbed565acf375eb662" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266514,"asset_id":110453543,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453543"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453543]").text(description); $(".js-view-count[data-work-id=110453543]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453543']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e2c80c99453e16dbed565acf375eb662" } } $('.js-work-strip[data-work-id=110453543]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453543,"title":"The Literacies Institute: Its mission, activities, and perspective on literacy","translated_title":"","metadata":{"grobid_abstract":"Literacy is a prerequisite for full participation in a modern, technological society. 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Studies have isolated aspects such as the texts students produce or read, students' individual cognitive processes while composing or comprehending text, and the social and institutional settings in which literacy practices take place. But ignoring the complex interrelations among the individual, social, and textual creates fundamental obstacles to understanding what it means to acquire literacy skills in school. 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For the nation, broad-based literacy is a prerequisite for the effective functioning of democratic institutions at home and for continued competitiveness in an increasingly complex world. We think of the United States as a highly literate nation, and in the sense that nearly all citizens can read and write at a minimal level, it is. But full literacy implies far more than basic reading and writing proficiency. It implies an enculturation into ways of thinking, interpreting, and using language in a variety of complex activities and settings, typical of a rapidly changing and technologically advanced society. Moreover, it implies that this enculturation is widespread throughout the population. In both these senses, the U.S. is only partially literate. A good indicator of our current state of literacy is the recent National Assessment of Educational Progress report on literacy in young adults. This report showed that 95% of the young adults in the U.S. could read and understand the printed word. Yet only a small percentage could carry out moderately complex tasks using their literacy skills. These tasks were relevant to the real world of work and daily life, such as locating and using information in tables, graphs, forms and schedules, or applying arithmetic operations in combination with printed materials, as in balancing a checkbook or completing an order form. There was a dramatic dropoff in the number of young adults who could succeed as the tasks became even moderately difficult. Furthermore, minority subjects performed even less well than non-minority subjects in the study. On tasks such as synthesizing the main argument from a lengthy newspaper column or examining a menu, computing the cost of a specified meal and determining the correct change from a specified amount, only about 40% of the White subjects, 10% of the Black subjects and 20% of the Hispanic subjects were successful. Results such as these highlight a pervasive failure on the part of our schools in teaching the analytic and critical thinking skills that underlie high level literacy, a failure that disproportionately affects low-income and minority students. This failure makes a mockery of the principles of equal opportunity and equal access to schooling, and threatens America's standing as a technologically competitive nation. Previous research on reading and writing in this country has had a limited positive impact on educational practice. This is, in part, because research has tended to fragment the phenomenon of literacy. Studies have isolated aspects such as the texts students produce or read, students' individual cognitive processes while composing or comprehending text, and the social and institutional settings in which literacy practices take place. But ignoring the complex interrelations among the individual, social, and textual creates fundamental obstacles to understanding what it means to acquire literacy skills in school. 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Parallels and comparisons are drawn between oral language, literacy (defined as reading and writing), and digital media, and how these latter two have altered the way we communicate and interact. As leading authorities on games and learning, Gee and Hayes illustrate their arguments with examples from video games, including Second Life and World of Warcraft. These, along with non-game examples such as a cat listserv, "birding" (p. 72), and amateur science, contrast school learning with that found in "passionate affinity spaces" (p. 69), which are argued to be ideal spaces for personally meaningful, situated learning. The authors challenge institutionally valued literacy skills, which have been reinforced in our current school systems. The book's title describes the content of this work, which succeeds in illustrating how language, which is essential to learning, is once again being shaped, this time by digital media.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f119858ccc862d4debfe0cc777b06c67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266515,"asset_id":110453542,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266515/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453542"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453542"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453542; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453542]").text(description); $(".js-view-count[data-work-id=110453542]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453542; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453542']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f119858ccc862d4debfe0cc777b06c67" } } $('.js-work-strip[data-work-id=110453542]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453542,"title":"Review of Language and Learning in the Digital Age","translated_title":"","metadata":{"grobid_abstract":"and Hayes' latest work, Language and Learning in the Digital Age, is an informative read dealing with the potential, perils, and implications of digital media. 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The book's title describes the content of this work, which succeeds in illustrating how language, which is essential to learning, is once again being shaped, this time by digital media.","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"grobid_abstract_attachment_id":108266515},"translated_abstract":null,"internal_url":"https://www.academia.edu/110453542/Review_of_Language_and_Learning_in_the_Digital_Age","translated_internal_url":"","created_at":"2023-12-03T08:36:18.351-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":163466673,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108266515,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108266515/thumbnails/1.jpg","file_name":"qt9hz0w6x6.pdf","download_url":"https://www.academia.edu/attachments/108266515/download_file","bulk_download_file_name":"Review_of_Language_and_Learning_in_the_D.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108266515/qt9hz0w6x6-libre.pdf?1701622295=\u0026response-content-disposition=attachment%3B+filename%3DReview_of_Language_and_Learning_in_the_D.pdf\u0026Expires=1742048874\u0026Signature=E33h~cworvjEU-9Z-mg~SKpf1342PeHNmxFKdPRDBWkgwhm8mTZpjRl2XkzboJiqCbO0i3mHr9eiZ9WaV3tZ5lJni-OI3t6RMJbNUbC1pV9G20rNRzgEPqpx0wLjTnyOxeFeLaZSeuKTlBiRpDVlGQBfNXE87gMjLDS6qN285S75vyeJ2dpht3lh3mHSln0Asb8ThKQaVqV5mq-inc~9Tg~TQEB7BqRnkxe75jA0GEsehWYs81s4ilKVTLeUD6HZhhH~zQX1SlLOAy6OsjyKn3ZMmFfqk~In5qSgb3g~-DmBFq3MDA60ANs669bYmYsysCpB1snkLRGkZ6VpOymLfg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Review_of_Language_and_Learning_in_the_Digital_Age","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"and Hayes' latest work, Language and Learning in the Digital Age, is an informative read dealing with the potential, perils, and implications of digital media. 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Furthermore, after reading this book, teachers will also be better at...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Book Reviews 157 describes. Furthermore, after reading this book, teachers will also be better attuned to the tension and conflict between the different stories. Once that conflict is recognized, it can be defined and resolved as part of the pedagogical process. In addition, this book is an excellent resource for anyone who would like to follow Linda Adler-Kassner's call for the activist WPA because knowing these figurative constructions and being able to consciously use them offers WPAs a way to reframe conversations that rely on the concepts that Eubanks has described.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3cce5a2822f83c7e022f13692ff31dcb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266430,"asset_id":110453394,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266430/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453394"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453394"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453394; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453394]").text(description); $(".js-view-count[data-work-id=110453394]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453394; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453394']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3cce5a2822f83c7e022f13692ff31dcb" } } $('.js-work-strip[data-work-id=110453394]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453394,"title":"Women and Gaming","translated_title":"","metadata":{"publisher":"Palgrave Macmillan US","grobid_abstract":"Book Reviews 157 describes. Furthermore, after reading this book, teachers will also be better attuned to the tension and conflict between the different stories. Once that conflict is recognized, it can be defined and resolved as part of the pedagogical process. 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African American Review, Volume 29, Number 4 0 1995 R. Baird Shuman ... K elvin Christopher J...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... African American Review, Volume 29, Number 4 0 1995 R. Baird Shuman ... K elvin Christopher James&#x27;s first collection of short fiction, lumping Ship and Other Stories, is a powerful, unsettling, and dramatic work which signals the arrival of a new figure among an impor-tant group ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83028993"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83028993"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83028993; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83028993]").text(description); $(".js-view-count[data-work-id=83028993]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83028993; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83028993']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=83028993]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83028993,"title":"Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre","translated_title":"","metadata":{"abstract":"... 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11681827" id="papers"><div class="js-work-strip profile--work_container" data-work-id="127110901"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/127110901/Nordic_Journal_of_Literacy_Research_Some_Prospects_and_Challenges"><img alt="Research paper thumbnail of Nordic Journal of Literacy Research – Some Prospects and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/120892540/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/127110901/Nordic_Journal_of_Literacy_Research_Some_Prospects_and_Challenges">Nordic Journal of Literacy Research – Some Prospects and Challenges</a></div><div class="wp-workCard_item"><span>Nordic journal of literacy research</span><span>, Sep 1, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education in our society is increasingly oriented towards competition and anxious impatience with...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education in our society is increasingly oriented towards competition and anxious impatience with measurable outcomes in the short term. Similar to the global economy, there is little trust and patience regarding long-term perspectives and features surrounding the maximum profit in the shortest possible time. These mechanisms are working their destructive powers on our natural resources and on possibilities for people to make meaningful lives. By invading the school systems all over the world, this short-sighted view also threatens to undermine the possibility of people of the future critically examining and resisting a scenario wherein human beings are but functions in a fully automatised society. We live in a high-risk and imperiled world. We face pressing problems from a myriad of complex systems spinning out of control. These are systems such as global warming, environmental degradation, massive inequality, disruptions from automation and new media, and a global speculative capitalism unmoored from productivity and devoted to short-term interests. Near constant global conflicts are exasperated by all these forces. In this context, we badly need to rethink business as usual in our schools, colleges, and society as a whole. We need to think about the role of literacy, teaching, and learning, in and out of school, in terms of preparing young people to live in a fast-changing, complex, and high-risk world, where critical thinking and collective intelligence will be crucial. It is more important than ever before now to start an educational dialogue that sees education as part of a larger picture than simply producing the workforce needed in the future economy, especially when in reality we have no idea what this workforce or future will be. Indeed, important values developed through our entire cultural history are at stake here. We need research that views education against both a broad social and historical background and a cross-disciplinary appraisal of the future, both in terms of its perils and its possibilities. We should fight to retain core academic values around knowledge, evidence, and innovation unblinkered by short-term economic interests, and to face a future in which change is inevitable, business as usual won't work, and individuals and institutions will need to develop great resilience. In the end, we must focus on what type of people and what type</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6dd5ee6f7c322918b5015ab2dba39c6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120892540,"asset_id":127110901,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120892540/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="127110901"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="127110901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 127110901; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=127110901]").text(description); $(".js-view-count[data-work-id=127110901]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 127110901; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='127110901']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6dd5ee6f7c322918b5015ab2dba39c6" } } $('.js-work-strip[data-work-id=127110901]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":127110901,"title":"Nordic Journal of Literacy Research – Some Prospects and Challenges","translated_title":"","metadata":{"publisher":"Cappelen Damm Akademisk","grobid_abstract":"Education in our society is increasingly oriented towards competition and anxious impatience with measurable outcomes in the short term. 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We should fight to retain core academic values around knowledge, evidence, and innovation unblinkered by short-term economic interests, and to face a future in which change is inevitable, business as usual won't work, and individuals and institutions will need to develop great resilience. 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Here he maintains that some good video games engage players with an important type of play, namely of play as discovery, of play as surmising new possibilities in a given environment. The game Portal exemplifies this form of play, a form designed to give players a smart tool that enables them to see these new possibilities and use them in innovative ways. The author concludes with a discussion beyond games of young people using smart tools to become Pro-Ams, that is, amateur experts at something for which they have developed a passion. I want in this paper to talk about video games and play. But let me start with games and learning. In past work, I have argued that good video games are learning engines. Good commercial video games are, for the most part, highly engaging problem-solving spaces. Since video games are often long, difficult, and complex, they must get themselves learned and mastered in effective ways. If they could not be learned and mastered in a motivating fashion, no one would play them, at least not for entertainment. Good games achieve good learning by building on sound learning principles (Gee , 2007)), principles supported by research in the learning sciences Gee 2007). Game designers do not, of course, necessarily read up on research in the learning sciences. Nonetheless, they have hit on these principles in the competitive race to make successful products that demand mastery of problem solving.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e5d7744a43352e9aae1ec35993c9539" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120892539,"asset_id":127110897,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120892539/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="127110897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="127110897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 127110897; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=127110897]").text(description); $(".js-view-count[data-work-id=127110897]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 127110897; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='127110897']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9e5d7744a43352e9aae1ec35993c9539" } } $('.js-work-strip[data-work-id=127110897]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":127110897,"title":"Cats and Portals: Video Games, Learning, and Play","translated_title":"","metadata":{"publisher":"The Strong","ai_title_tag":"Video Games as Tools for Learning and Discovery","grobid_abstract":"The author builds on arguments he has made elsewhere that good commercial video games foster deep learning and problem solving and that such games in fact promote mastery as a form of play. 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If they could not be learned and mastered in a motivating fashion, no one would play them, at least not for entertainment. Good games achieve good learning by building on sound learning principles (Gee , 2007)), principles supported by research in the learning sciences Gee 2007). Game designers do not, of course, necessarily read up on research in the learning sciences. 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Here he maintains that some good video games engage players with an important type of play, namely of play as discovery, of play as surmising new possibilities in a given environment. The game Portal exemplifies this form of play, a form designed to give players a smart tool that enables them to see these new possibilities and use them in innovative ways. The author concludes with a discussion beyond games of young people using smart tools to become Pro-Ams, that is, amateur experts at something for which they have developed a passion. I want in this paper to talk about video games and play. But let me start with games and learning. In past work, I have argued that good video games are learning engines. Good commercial video games are, for the most part, highly engaging problem-solving spaces. Since video games are often long, difficult, and complex, they must get themselves learned and mastered in effective ways. If they could not be learned and mastered in a motivating fashion, no one would play them, at least not for entertainment. Good games achieve good learning by building on sound learning principles (Gee , 2007)), principles supported by research in the learning sciences Gee 2007). Game designers do not, of course, necessarily read up on research in the learning sciences. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="127110857"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/127110857/Discourse_analysis_of_games"><img alt="Research paper thumbnail of Discourse analysis of games" class="work-thumbnail" src="https://attachments.academia-assets.com/120892493/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/127110857/Discourse_analysis_of_games">Discourse analysis of games</a></div><div class="wp-workCard_item"><span>Routledge eBooks</span><span>, Feb 11, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A feld of discourse analysis applied to video games does not yet really exist. But could there be...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A feld of discourse analysis applied to video games does not yet really exist. But could there be such a thing? If there was such a thing, what would it teach us about discourse analysis for language? The question about whether there could be a feld devoted to the discourse analysis of games does not ask whether we can analyse games. We can analyse any semiotic system. However, to linguists, discourse analysis builds on syntax and semantics (Gee 2014a). That is, discourse analysis takes as its beginning point 'sentences' or 'utterances' that have already been assigned a structure (syntax) in terms of basic units and their combinations and a semantics in terms of the basic ('literal') meanings of these units and their combinations. Discourse analysis analyses language in use and it deals with meanings that go beyond semantics and involve context and inference. In my view, discourse analysis studies two closely related things (Gee 2014a). We can call these 'packaging' and 'fow'. First, discourse analysis studies how things are said and written and how they could have been said or written differently and what difference it makes that they were said or written the way they were. For example, why does someone say or write 'It took only an hour for my house to burn down in the fre' versus 'My house took only an hour to burn down in the fre'. In these two sentences information is packaged (combined) in different ways, using the syntactic resources of language with different intentions and expected effects. And, of course, this information could have been packaged into more than one sentence, for example: 'My house burned down in the fre. It took only an hour.' By the way, it is sometimes argued that there are no sentences in speech (see Gee 2014a for further discussion of this issue). This is, as far as I am concerned, not true. The basic rules of syntax determine what counts as a sentence. Of course, in speech, sentences are often more loosely organised and often more fragmented. Furthermore, intonation plays a major role in what count as units on the order of clauses and sentences.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63237fcf760708a6c68a82fdd4b546d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120892493,"asset_id":127110857,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120892493/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="127110857"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="127110857"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 127110857; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=127110857]").text(description); $(".js-view-count[data-work-id=127110857]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 127110857; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='127110857']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "63237fcf760708a6c68a82fdd4b546d5" } } $('.js-work-strip[data-work-id=127110857]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":127110857,"title":"Discourse analysis of games","translated_title":"","metadata":{"publisher":"Informa","grobid_abstract":"A feld of discourse analysis applied to video games does not yet really exist. 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But could there be such a thing? If there was such a thing, what would it teach us about discourse analysis for language? The question about whether there could be a feld devoted to the discourse analysis of games does not ask whether we can analyse games. We can analyse any semiotic system. However, to linguists, discourse analysis builds on syntax and semantics (Gee 2014a). That is, discourse analysis takes as its beginning point 'sentences' or 'utterances' that have already been assigned a structure (syntax) in terms of basic units and their combinations and a semantics in terms of the basic ('literal') meanings of these units and their combinations. Discourse analysis analyses language in use and it deals with meanings that go beyond semantics and involve context and inference. In my view, discourse analysis studies two closely related things (Gee 2014a). We can call these 'packaging' and 'fow'. First, discourse analysis studies how things are said and written and how they could have been said or written differently and what difference it makes that they were said or written the way they were. For example, why does someone say or write 'It took only an hour for my house to burn down in the fre' versus 'My house took only an hour to burn down in the fre'. In these two sentences information is packaged (combined) in different ways, using the syntactic resources of language with different intentions and expected effects. And, of course, this information could have been packaged into more than one sentence, for example: 'My house burned down in the fre. It took only an hour.' By the way, it is sometimes argued that there are no sentences in speech (see Gee 2014a for further discussion of this issue). This is, as far as I am concerned, not true. The basic rules of syntax determine what counts as a sentence. Of course, in speech, sentences are often more loosely organised and often more fragmented. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124584765"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124584765/Conclusion_to_Part_II"><img alt="Research paper thumbnail of Conclusion to Part II" class="work-thumbnail" src="https://attachments.academia-assets.com/118783113/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124584765/Conclusion_to_Part_II">Conclusion to Part II</a></div><div class="wp-workCard_item"><span>What Is a Human?</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conclusion to Part II In Part II, I argued that lying and fetishes, as well as, following Tomasel...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conclusion to Part II In Part II, I argued that lying and fetishes, as well as, following Tomasello, the need to coordinate and cooperate, helped build the human mind. Humans became able to take and consider different perspectives, including the perspectives of others and even of fictional, fantastical, and spiritual beings. We came to think about the real and the unreal, the living, the dead, the undead, and the afterlife. We gained knowledge of not just pain-all animals have that-but of suffering, meaningless suffering, and death. We came to be haunted by ghosts of all different sorts. And we came to populate our minds with the judgmental voices of others, of our social groups and cultures, and of our ancestors, myths, religions, and sacred texts. What are we to make of this spectral, phantasmagorical, enchanted, and diabolical world-the human world of our spirtome interacting with our biome and the Gang of Six? Here the Stoics have something to tell us, but not what they intended. Stoicism was founded around 300 B.C.E. by Zeno of Citium (Cyprus today). In its later Roman form, where it was associated with the three philosophers Seneca, Epictetus (a slave), and Marcus Aurelius (an</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3de66d31ed8fe12832151b992290242f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118783113,"asset_id":124584765,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118783113/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124584765"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124584765"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124584765; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124584765]").text(description); $(".js-view-count[data-work-id=124584765]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124584765; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124584765']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3de66d31ed8fe12832151b992290242f" } } $('.js-work-strip[data-work-id=124584765]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124584765,"title":"Conclusion to Part II","translated_title":"","metadata":{"publisher":"Springer International Publishing","grobid_abstract":"Conclusion to Part II In Part II, I argued that lying and fetishes, as well as, following Tomasello, the need to coordinate and cooperate, helped build the human mind. 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Humans became able to take and consider different perspectives, including the perspectives of others and even of fictional, fantastical, and spiritual beings. We came to think about the real and the unreal, the living, the dead, the undead, and the afterlife. We gained knowledge of not just pain-all animals have that-but of suffering, meaningless suffering, and death. We came to be haunted by ghosts of all different sorts. And we came to populate our minds with the judgmental voices of others, of our social groups and cultures, and of our ancestors, myths, religions, and sacred texts. What are we to make of this spectral, phantasmagorical, enchanted, and diabolical world-the human world of our spirtome interacting with our biome and the Gang of Six? Here the Stoics have something to tell us, but not what they intended. Stoicism was founded around 300 B.C.E. by Zeno of Citium (Cyprus today). 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But, of course, the id...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Perception played a key role in the aesthetics of William Carlos Williams. But, of course, the idea that art ought to concentrate on the authentic rendering of the object in all its immediacy and particularity goes well beyond Williams and, indeed, well beyond poetry as an art form. The authentic rendering of the perceived object is one of the wellsprings of art, and has played a central role in many critical theories. Let me take one instructive example, among many: Victor Shklovsky, the great Russian Formalist critic and writer, added to the importance of the perceived object in art his notion of ostranenie (defamiliarization, "making strange"), and concluded that: [.. .] art exists that one may recover the sensation of life; it exists to make one feel things, to make the stone stony (Lee and Reis 1965:12). Williams, also, wanted to make the stone stony. He also saw a crucial link between the object, perceived as "an arrangement of appearances, of planes," and supra-individual human emotional states and experiences. And Williams too added an additional notion to the importance of the perceived object in art, this was his famous concept of "local consciousness." Let me quote Bram Dijkstra on this point: Williams saw one's immediate environment, one's "locality," as the only source of that universal experience which, he thought, "great" art expresses. Such universal experience was communicable only on the basis of an authentic perception of the objects of the material world, which, he reasoned, could only stem from an accurate representation of the things we know, the things with which we are intimately familiar: the "sensual accidents" bred out of "the local conditions which confront us" (Dijkstra 1978:8).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cbb453be9a21363422430e128d4a9c32" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118783131,"asset_id":124584759,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118783131/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124584759"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124584759"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124584759; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124584759]").text(description); $(".js-view-count[data-work-id=124584759]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124584759; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124584759']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cbb453be9a21363422430e128d4a9c32" } } $('.js-work-strip[data-work-id=124584759]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124584759,"title":"The Structure of Perception in the Poetry of William Carlos Williams: A Stylistic Analysis","translated_title":"","metadata":{"publisher":"JSTOR","ai_title_tag":"Perception and Local Consciousness in Williams's Poetry","grobid_abstract":"Perception played a key role in the aesthetics of William Carlos Williams. But, of course, the idea that art ought to concentrate on the authentic rendering of the object in all its immediacy and particularity goes well beyond Williams and, indeed, well beyond poetry as an art form. The authentic rendering of the perceived object is one of the wellsprings of art, and has played a central role in many critical theories. Let me take one instructive example, among many: Victor Shklovsky, the great Russian Formalist critic and writer, added to the importance of the perceived object in art his notion of ostranenie (defamiliarization, \"making strange\"), and concluded that: [.. .] art exists that one may recover the sensation of life; it exists to make one feel things, to make the stone stony (Lee and Reis 1965:12). Williams, also, wanted to make the stone stony. He also saw a crucial link between the object, perceived as \"an arrangement of appearances, of planes,\" and supra-individual human emotional states and experiences. 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Such universal experience was communicable only on the basis of an authentic perception of the objects of the material world, which, he reasoned, could only stem from an accurate representation of the things we know, the things with which we are intimately familiar: the \"sensual accidents\" bred out of \"the local conditions which confront us\" (Dijkstra 1978:8).","publication_date":{"day":null,"month":null,"year":1985,"errors":{}},"publication_name":"Poetics Today","grobid_abstract_attachment_id":118783131},"translated_abstract":null,"internal_url":"https://www.academia.edu/124584759/The_Structure_of_Perception_in_the_Poetry_of_William_Carlos_Williams_A_Stylistic_Analysis","translated_internal_url":"","created_at":"2024-10-09T15:32:47.266-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":163466673,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118783131,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118783131/thumbnails/1.jpg","file_name":"d1970aa881ecb04ba31c520715f5fb801569.pdf","download_url":"https://www.academia.edu/attachments/118783131/download_file","bulk_download_file_name":"The_Structure_of_Perception_in_the_Poetr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118783131/d1970aa881ecb04ba31c520715f5fb801569-libre.pdf?1728515409=\u0026response-content-disposition=attachment%3B+filename%3DThe_Structure_of_Perception_in_the_Poetr.pdf\u0026Expires=1742048873\u0026Signature=AVkNgglhyANMVnGiU774WaajU9t7dO0uo~9AULtiBUwwmyJ1aiCDrZz4OFyslSE6h3O3pceu68MuXQAtgRKkRvPOy9Z8A39k-EwTLyyfCgbYusdnn0VmeII~wunwW73CaT0-LCWMNZkzh3eRev50OPU4Z~itmIrbdA837Lr2T7VCdB2nScI9ARkJ8kQSPd0dTJHjAYkTTrxiqTCbTTzcQZEu~TG8Hjd52dsduvfEyHKbOYRAzF1h6qSCBukxKDJPvCQbSO41mqaWGPmXgw5TNOC0SDjVOFRyiSh0Kf3OhnGdanWSnANWo1lu~Hlyzgb2kFPD~1NkU7o~hOVykL70aQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Structure_of_Perception_in_the_Poetry_of_William_Carlos_Williams_A_Stylistic_Analysis","translated_slug":"","page_count":24,"language":"en","content_type":"Work","summary":"Perception played a key role in the aesthetics of William Carlos Williams. But, of course, the idea that art ought to concentrate on the authentic rendering of the object in all its immediacy and particularity goes well beyond Williams and, indeed, well beyond poetry as an art form. The authentic rendering of the perceived object is one of the wellsprings of art, and has played a central role in many critical theories. Let me take one instructive example, among many: Victor Shklovsky, the great Russian Formalist critic and writer, added to the importance of the perceived object in art his notion of ostranenie (defamiliarization, \"making strange\"), and concluded that: [.. .] art exists that one may recover the sensation of life; it exists to make one feel things, to make the stone stony (Lee and Reis 1965:12). Williams, also, wanted to make the stone stony. He also saw a crucial link between the object, perceived as \"an arrangement of appearances, of planes,\" and supra-individual human emotional states and experiences. 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Such universal experience was communicable only on the basis of an authentic perception of the objects of the material world, which, he reasoned, could only stem from an accurate representation of the things we know, the things with which we are intimately familiar: the \"sensual accidents\" bred out of \"the local conditions which confront us\" (Dijkstra 1978:8).","owner":{"id":163466673,"first_name":"James","middle_initials":null,"last_name":"Gee","page_name":"JamesGee","domain_name":"asu","created_at":"2020-07-12T18:31:12.161-07:00","display_name":"James Gee","url":"https://asu.academia.edu/JamesGee"},"attachments":[{"id":118783131,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118783131/thumbnails/1.jpg","file_name":"d1970aa881ecb04ba31c520715f5fb801569.pdf","download_url":"https://www.academia.edu/attachments/118783131/download_file","bulk_download_file_name":"The_Structure_of_Perception_in_the_Poetr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118783131/d1970aa881ecb04ba31c520715f5fb801569-libre.pdf?1728515409=\u0026response-content-disposition=attachment%3B+filename%3DThe_Structure_of_Perception_in_the_Poetr.pdf\u0026Expires=1742048873\u0026Signature=AVkNgglhyANMVnGiU774WaajU9t7dO0uo~9AULtiBUwwmyJ1aiCDrZz4OFyslSE6h3O3pceu68MuXQAtgRKkRvPOy9Z8A39k-EwTLyyfCgbYusdnn0VmeII~wunwW73CaT0-LCWMNZkzh3eRev50OPU4Z~itmIrbdA837Lr2T7VCdB2nScI9ARkJ8kQSPd0dTJHjAYkTTrxiqTCbTTzcQZEu~TG8Hjd52dsduvfEyHKbOYRAzF1h6qSCBukxKDJPvCQbSO41mqaWGPmXgw5TNOC0SDjVOFRyiSh0Kf3OhnGdanWSnANWo1lu~Hlyzgb2kFPD~1NkU7o~hOVykL70aQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art"},{"id":3581,"name":"Poetry","url":"https://www.academia.edu/Documents/in/Poetry"},{"id":52408,"name":"Literary studies","url":"https://www.academia.edu/Documents/in/Literary_studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124584724"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124584724/Oral_Discourse_in_a_World_of_Literacy"><img alt="Research paper thumbnail of Oral Discourse in a World of Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/118783123/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124584724/Oral_Discourse_in_a_World_of_Literacy">Oral Discourse in a World of Literacy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2ebb5954ec9c3b8f068111fdbab91bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118783123,"asset_id":124584724,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118783123/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124584724"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124584724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124584724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124584724]").text(description); $(".js-view-count[data-work-id=124584724]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124584724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124584724']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c2ebb5954ec9c3b8f068111fdbab91bc" } } $('.js-work-strip[data-work-id=124584724]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124584724,"title":"Oral Discourse in a World of Literacy","translated_title":"","metadata":{"publisher":"Research in the Teaching of English","ai_title_tag":"Debating Oral and Written Discourse","grobid_abstract":"Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. 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I have pointed out several times that most of the (head) brain is composed of modules that process data and make decisions for reasons humans do not consciously know. These modules are encapsulated (sealed off) from the conscious part of the brain. The conscious part of the brain contains six systems. One is the Interpreter. The Interpreter uses whatever overt information it has to compose stories and explanations about what we have done or felt. These stories and explanations are often inaccurate, sometimes wildly so, for two reasons. First, we have no conscious access to a great deal of what goes on in our unconscious brain modules and in all the biological and chemical processes going on inside and around us, all of which affect us deeply. This means we are unaware of a good deal of information about why we acted or felt as we did. Second, as I have argued earlier, humans are not tropic to truth. They care much more whether their stories and explanations give them comfort and make them feel that things make sense and happened for a reason than they do about simple truth (accuracy). 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I have pointed out several times that most of the (head) brain is composed of modules that process data and make decisions for reasons humans do not consciously know. These modules are encapsulated (sealed off) from the conscious part of the brain. The conscious part of the brain contains six systems. One is the Interpreter. The Interpreter uses whatever overt information it has to compose stories and explanations about what we have done or felt. These stories and explanations are often inaccurate, sometimes wildly so, for two reasons. First, we have no conscious access to a great deal of what goes on in our unconscious brain modules and in all the biological and chemical processes going on inside and around us, all of which affect us deeply. This means we are unaware of a good deal of information about why we acted or felt as we did. Second, as I have argued earlier, humans are not tropic to truth. 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First, I am ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The last person anyone should take advice from about how be an academic today is me. First, I am a Baby-Boomer. We Baby-Boomers let colleges and the rest of the world go to hell in a handbasket on our watch. Second, . . . [download the PDF below and read more]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e11bbb2cd0e37011f350b2b333ed53fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266516,"asset_id":110453545,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266516/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453545"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453545"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453545; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453545]").text(description); $(".js-view-count[data-work-id=110453545]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453545; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453545']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e11bbb2cd0e37011f350b2b333ed53fd" } } $('.js-work-strip[data-work-id=110453545]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453545,"title":"Ramblings of an old academic: Unconfident advice for end-times academics","translated_title":"","metadata":{"abstract":"The last person anyone should take advice from about how be an academic today is me. 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For the nat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Literacy is a prerequisite for full participation in a modern, technological society. For the nation, broad-based literacy is a prerequisite for the effective functioning of democratic institutions at home and for continued competitiveness in an increasingly complex world. We think of the United States as a highly literate nation, and in the sense that nearly all citizens can read and write at a minimal level, it is. But full literacy implies far more than basic reading and writing proficiency. It implies an enculturation into ways of thinking, interpreting, and using language in a variety of complex activities and settings, typical of a rapidly changing and technologically advanced society. Moreover, it implies that this enculturation is widespread throughout the population. In both these senses, the U.S. is only partially literate. A good indicator of our current state of literacy is the recent National Assessment of Educational Progress report on literacy in young adults. This report showed that 95% of the young adults in the U.S. could read and understand the printed word. Yet only a small percentage could carry out moderately complex tasks using their literacy skills. These tasks were relevant to the real world of work and daily life, such as locating and using information in tables, graphs, forms and schedules, or applying arithmetic operations in combination with printed materials, as in balancing a checkbook or completing an order form. There was a dramatic dropoff in the number of young adults who could succeed as the tasks became even moderately difficult. Furthermore, minority subjects performed even less well than non-minority subjects in the study. On tasks such as synthesizing the main argument from a lengthy newspaper column or examining a menu, computing the cost of a specified meal and determining the correct change from a specified amount, only about 40% of the White subjects, 10% of the Black subjects and 20% of the Hispanic subjects were successful. Results such as these highlight a pervasive failure on the part of our schools in teaching the analytic and critical thinking skills that underlie high level literacy, a failure that disproportionately affects low-income and minority students. This failure makes a mockery of the principles of equal opportunity and equal access to schooling, and threatens America's standing as a technologically competitive nation. Previous research on reading and writing in this country has had a limited positive impact on educational practice. This is, in part, because research has tended to fragment the phenomenon of literacy. Studies have isolated aspects such as the texts students produce or read, students' individual cognitive processes while composing or comprehending text, and the social and institutional settings in which literacy practices take place. But ignoring the complex interrelations among the individual, social, and textual creates fundamental obstacles to understanding what it means to acquire literacy skills in school. It provides at best only partial solutions to teachers who</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e2c80c99453e16dbed565acf375eb662" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266514,"asset_id":110453543,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453543"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453543]").text(description); $(".js-view-count[data-work-id=110453543]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453543']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e2c80c99453e16dbed565acf375eb662" } } $('.js-work-strip[data-work-id=110453543]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453543,"title":"The Literacies Institute: Its mission, activities, and perspective on literacy","translated_title":"","metadata":{"grobid_abstract":"Literacy is a prerequisite for full participation in a modern, technological society. 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Studies have isolated aspects such as the texts students produce or read, students' individual cognitive processes while composing or comprehending text, and the social and institutional settings in which literacy practices take place. But ignoring the complex interrelations among the individual, social, and textual creates fundamental obstacles to understanding what it means to acquire literacy skills in school. 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For the nation, broad-based literacy is a prerequisite for the effective functioning of democratic institutions at home and for continued competitiveness in an increasingly complex world. We think of the United States as a highly literate nation, and in the sense that nearly all citizens can read and write at a minimal level, it is. But full literacy implies far more than basic reading and writing proficiency. It implies an enculturation into ways of thinking, interpreting, and using language in a variety of complex activities and settings, typical of a rapidly changing and technologically advanced society. Moreover, it implies that this enculturation is widespread throughout the population. In both these senses, the U.S. is only partially literate. A good indicator of our current state of literacy is the recent National Assessment of Educational Progress report on literacy in young adults. This report showed that 95% of the young adults in the U.S. could read and understand the printed word. Yet only a small percentage could carry out moderately complex tasks using their literacy skills. These tasks were relevant to the real world of work and daily life, such as locating and using information in tables, graphs, forms and schedules, or applying arithmetic operations in combination with printed materials, as in balancing a checkbook or completing an order form. There was a dramatic dropoff in the number of young adults who could succeed as the tasks became even moderately difficult. Furthermore, minority subjects performed even less well than non-minority subjects in the study. On tasks such as synthesizing the main argument from a lengthy newspaper column or examining a menu, computing the cost of a specified meal and determining the correct change from a specified amount, only about 40% of the White subjects, 10% of the Black subjects and 20% of the Hispanic subjects were successful. Results such as these highlight a pervasive failure on the part of our schools in teaching the analytic and critical thinking skills that underlie high level literacy, a failure that disproportionately affects low-income and minority students. This failure makes a mockery of the principles of equal opportunity and equal access to schooling, and threatens America's standing as a technologically competitive nation. Previous research on reading and writing in this country has had a limited positive impact on educational practice. This is, in part, because research has tended to fragment the phenomenon of literacy. Studies have isolated aspects such as the texts students produce or read, students' individual cognitive processes while composing or comprehending text, and the social and institutional settings in which literacy practices take place. But ignoring the complex interrelations among the individual, social, and textual creates fundamental obstacles to understanding what it means to acquire literacy skills in school. 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Parallels and comparisons are drawn between oral language, literacy (defined as reading and writing), and digital media, and how these latter two have altered the way we communicate and interact. As leading authorities on games and learning, Gee and Hayes illustrate their arguments with examples from video games, including Second Life and World of Warcraft. These, along with non-game examples such as a cat listserv, "birding" (p. 72), and amateur science, contrast school learning with that found in "passionate affinity spaces" (p. 69), which are argued to be ideal spaces for personally meaningful, situated learning. The authors challenge institutionally valued literacy skills, which have been reinforced in our current school systems. The book's title describes the content of this work, which succeeds in illustrating how language, which is essential to learning, is once again being shaped, this time by digital media.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f119858ccc862d4debfe0cc777b06c67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266515,"asset_id":110453542,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266515/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453542"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453542"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453542; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453542]").text(description); $(".js-view-count[data-work-id=110453542]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453542; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453542']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f119858ccc862d4debfe0cc777b06c67" } } $('.js-work-strip[data-work-id=110453542]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453542,"title":"Review of Language and Learning in the Digital Age","translated_title":"","metadata":{"grobid_abstract":"and Hayes' latest work, Language and Learning in the Digital Age, is an informative read dealing with the potential, perils, and implications of digital media. 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The book's title describes the content of this work, which succeeds in illustrating how language, which is essential to learning, is once again being shaped, this time by digital media.","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"grobid_abstract_attachment_id":108266515},"translated_abstract":null,"internal_url":"https://www.academia.edu/110453542/Review_of_Language_and_Learning_in_the_Digital_Age","translated_internal_url":"","created_at":"2023-12-03T08:36:18.351-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":163466673,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108266515,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108266515/thumbnails/1.jpg","file_name":"qt9hz0w6x6.pdf","download_url":"https://www.academia.edu/attachments/108266515/download_file","bulk_download_file_name":"Review_of_Language_and_Learning_in_the_D.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108266515/qt9hz0w6x6-libre.pdf?1701622295=\u0026response-content-disposition=attachment%3B+filename%3DReview_of_Language_and_Learning_in_the_D.pdf\u0026Expires=1742048874\u0026Signature=E33h~cworvjEU-9Z-mg~SKpf1342PeHNmxFKdPRDBWkgwhm8mTZpjRl2XkzboJiqCbO0i3mHr9eiZ9WaV3tZ5lJni-OI3t6RMJbNUbC1pV9G20rNRzgEPqpx0wLjTnyOxeFeLaZSeuKTlBiRpDVlGQBfNXE87gMjLDS6qN285S75vyeJ2dpht3lh3mHSln0Asb8ThKQaVqV5mq-inc~9Tg~TQEB7BqRnkxe75jA0GEsehWYs81s4ilKVTLeUD6HZhhH~zQX1SlLOAy6OsjyKn3ZMmFfqk~In5qSgb3g~-DmBFq3MDA60ANs669bYmYsysCpB1snkLRGkZ6VpOymLfg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Review_of_Language_and_Learning_in_the_Digital_Age","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"and Hayes' latest work, Language and Learning in the Digital Age, is an informative read dealing with the potential, perils, and implications of digital media. 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Furthermore, after reading this book, teachers will also be better at...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Book Reviews 157 describes. Furthermore, after reading this book, teachers will also be better attuned to the tension and conflict between the different stories. Once that conflict is recognized, it can be defined and resolved as part of the pedagogical process. In addition, this book is an excellent resource for anyone who would like to follow Linda Adler-Kassner's call for the activist WPA because knowing these figurative constructions and being able to consciously use them offers WPAs a way to reframe conversations that rely on the concepts that Eubanks has described.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3cce5a2822f83c7e022f13692ff31dcb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108266430,"asset_id":110453394,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108266430/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110453394"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110453394"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110453394; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110453394]").text(description); $(".js-view-count[data-work-id=110453394]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110453394; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110453394']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3cce5a2822f83c7e022f13692ff31dcb" } } $('.js-work-strip[data-work-id=110453394]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110453394,"title":"Women and Gaming","translated_title":"","metadata":{"publisher":"Palgrave Macmillan US","grobid_abstract":"Book Reviews 157 describes. Furthermore, after reading this book, teachers will also be better attuned to the tension and conflict between the different stories. Once that conflict is recognized, it can be defined and resolved as part of the pedagogical process. 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African American Review, Volume 29, Number 4 0 1995 R. Baird Shuman ... K elvin Christopher J...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... African American Review, Volume 29, Number 4 0 1995 R. Baird Shuman ... 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