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Book
xvii, 279 p. : ill. ; 24 cm.
This study examines the culture of Yiddish radio in the United States during radio's golden age. Ari Y. Kelman explores the dynamic relationships between an immigrant population and a mass medium and between audience and community. By focusing on voices previously excluded from radio histories, this treatment of non-English-language radio breaks new ground in the study of both American mass media and immigrant culture. Yiddish radio directly addressed the everyday lives of Jewish immigrants, while providing them with invaluable guidance as they struggled to become American. Throughout the 1930s and 1940s, radio created a virtual place where Jewish immigrants could listen to voices like theirs and affirm the sound of their community as it evolved, particularly in light of World War II and the years that followed.
(source: Nielsen Book Data)9780520255739 20160528
Green Library
Book
ix, 293 p. : ill. ; 22 cm.
  • Geeve a leesten!
  • Gross examples
  • Nize baby (excerpts)
  • Dunt esk
  • De night in de front from Chreesmas
  • Hiawatta
  • Famous fimmales
  • Assorted images (from the archives of Milt Gross).
Milt Gross (1895-1953), a Bronx-born cartoonist and animator, first found fame in the late 1920s, writing comic strips and newspaper columns in the unmistakable accent of Jewish immigrants. By the end of the 1920s, Gross had become one of the most famous humorists in the United States, his work drawing praise from writers like H. L. Mencken and Constance Roarke, even while some of his Jewish colleagues found Gross' extreme renderings of Jewish accents to be more crass than comical. Working during the decline of vaudeville and the rise of the newspaper cartoon strip, Gross captured American humour in transition. Gross adapted the sounds of ethnic humour from the stage to the page and developed both a sound and a sensibility that grew out of an intimate knowledge of immigrant life. His parodies of beloved poetry sounded like reading primers set loose on the Lower East Side, while his accounts of Jewish tenement residents echoed with the mistakes and malapropisms born of the immigrant experience. Introduced by an historical essay, "Is Diss a System?" presents some of the most outstanding and hilarious examples of Jewish dialect humour drawn from the five books Gross published between 1926 and 1928 - "Nize Baby", "De Night in de Front from Chreesmas", "Hiawatta", "Dunt Esk", and "Famous Fimmales" - providing a fresh opportunity to look, read, and laugh at this nearly forgotten forefather of American Jewish humour.
(source: Nielsen Book Data)9780814748237 20160528
Green Library
Book
1 online resource.
How does software design create opportunities for learning and instruction in the context of college courses? Learning is an ongoing process shaped by individual activities, as well as interpersonal interactions. Focusing on a recently designed platform, Lacuna Stories ("Lacuna"), I examine two distinct roles that software can play in college courses: first, as a mediator in a complex activity system of roles, relationships, and discourse practices, and second, as an observation instrument for learner data that can be analyzed by researchers. Lacuna is an example of an online learning platform designed to embody valued educational activities for a specific context: college-level literature and literacy courses. Since 2013, Lacuna has been developed through an ongoing collaboration between myself and my Digital Humanities colleagues in Stanford's Poetic Media Lab. The central feature of the Lacuna platform is social annotation, which allows students to share their comments on a text with one another in a private online space. Through social annotation, Lacuna embodies two central practices of college-level literature and literacy course: critical reading and dialogue. The two perspectives on Lacuna appear in the two empirical chapters, Chapters 4 and 5. Chapter 4 - "Mapping the Social Annotation Ecosystem" - draws on the qualitative data from sixteen courses to examine the ways that the UI and UX of social annotation, as well as other aspects of digital reading on Lacuna, mediates the evolving system of roles, relationships and practices in courses across multiple institutions. I find that students and faculty experienced both benefits and challenges when integrating social annotation with Lacuna into their learning activities. For example, social annotation increased the opportunities for individual students to better understand their readings and gain multiple perspectives on the texts, though at times seeing others' annotations was overwhelming or could undermine students' personal interpretations. For instructors, annotations were used to provide a novel window into students' sensemaking of texts that could be an extension of classroom discussions, though bringing student annotations into class adds a new task to instructor preparation practices. For both students and instructors, the norms and expectations for social annotation practices were still emerging. The balance of these benefits and challenges will vary depending on the context and are likely to ebb and flow throughout the experience of students and instructors. Naming them in this chapter is a way of mapping the territory so that the benefits can be maximized and the challenges minimized - through pedagogical design, technological design, and various combinations of the two. Chapter 5 - "Towards the Development of Critical Reading Analytics" - brings individual student reading practices to the foreground. I use the novel data source of digital annotations to identify commonalities in college student annotation strategies across a diversity of settings and texts. The analysis focuses on indicators of critical reading, a key learning outcome for college literature and literacy courses. Synthesizing multiple ideological heritages of critical reading and a random sample of the annotation data, I iteratively and collaboratively develop a parsimonious taxonomy of six core critical reading strategies that can be identified in student annotations: questioning, evaluation, interpretation, identification of literary/rhetorical conventions, interpretive paraphrases, and elaboration. The taxonomy additionally includes six comprehension-oriented reading strategies, because the data demonstrated that students regularly move between these two reading goals. The taxonomy is successfully applied to N=2,000 annotations from three distinct institutions. On average, the students in the courses using Lacuna used critical reading strategies in the majority of their annotations. Critical reading is a complex process, going far beyond a reader's initial contact with a text. My work demonstrates that students' annotations, produced as they actively read, is a significant starting point for evaluating whether and how students are engaging critically with texts.
Book
1 online resource.
ABSTRACT Since the founding of Teach for America (TFA) in 1990, alternative routes to teaching have proliferated. The New Teacher Project (now TNTP), the consulting and advocacy wing of TFA, has been a key actor behind many Teaching Fellows programs in a number of settings across the U.S., the largest of which is the New York City Teaching Fellows (TNTP website). Using a life history approach (Goodson, 1992), this dissertation investigates the experiences of three New York City Teaching Fellows who have remained in the classroom for eight to thirteen years, well beyond the five-year mark by which point 50% of urban teachers quit. This dissertation argues that the inadequacy of the Fellows' preparation for taking on the challenges of urban teaching speaks dramatically to how the alternative-certification model is far more successful at recruiting and placing young, ill-prepared teachers in classrooms than it is at training or retaining good teachers, with the resulting turnover only leading, in the course of these teachers careers, to more emphasis on recruitment rather than training and retention. The three Fellows in this study, lacking the easy-exit strategy of TFA teachers (who come from the best schools), found the means of becoming better, more engaged teachers by eventually developing a personal point of connection and commitment with the students and the school system. This was despite, and not because of, the system's increasingly bureaucratic efforts at professional development for improved test results. These teachers' stories speak, not only to the difficulty of being an urban teacher in a era of accountability, but the need to provide a more supportive induction process and setting for teachers to find their places and their talents as professionals within the schools and American culture more generally.
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Book
1 online resource.
This dissertation explores Jewish converts' search for authenticity in an adopted identity. In examining a highly atypical case in which membership in an ethnoracial is attained through means other than birth, I assess how individuals, groups, and society make sense of a situation of ethnoracial change that is at odds with the typical construction of American ethnoraciality. For converts, there is a looming sense that missing heredity calls the authenticity of one's membership into question, and each of a set of responses -- proving its presence in one's genes, "passing" as having attained membership by birth, or ensuring the heredity of one's progeny -- responds to desiring enhanced authenticity by making heredity palpable. While they focus on different temporal spaces and different subpopulations of converts, heredity is the clear and overarching feature of the authenticity-enhancing strategies identified in all three papers. Balancing being a group that calls heredity's seemingly-uniform role in ethnoracial membership into question against these strategies for achieving authenticity, converts position asking: is heredity surpassable in the politics of ethnoracial groupness?.

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