front cover of Bad News, Good News
Bad News, Good News
Conversational Order in Everyday Talk and Clinical Settings
Douglas W. Maynard
University of Chicago Press, 2003
When we share or receive good or bad news, from ordinary events such as the birth of a child to public catastrophes such as 9/11, our "old" lives come to an end, and suddenly we enter a new world. In Bad News, Good News, Douglas W. Maynard explores how we tell and hear such news, and what's similar and different about our social experiences when the tidings are bad rather than good or vice versa.

Uncovering vocal and nonvocal patterns in everyday conversations, clinics, and other organizations, Maynard shows practices by which people give and receive good or bad news, how they come to realize the news and their new world, how they suppress or express their emotions, and how they construct social relationships through the sharing of news. He also reveals the implications of his study for understanding public affairs in which transmitting news may influence society at large, and he provides recommendations for professionals and others on how to deliver bad or good tidings more effectively.

For anyone who wants to understand the interactional facets of news delivery and receipt and their social implications, Bad News, Good News offers a wealth of scholarly insights and practical advice.
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front cover of Discourse 2.0
Discourse 2.0
Language and New Media
Deborah Tannen and Anna Marie Trester, Editors.
Georgetown University Press, 2013

Our everyday lives are increasingly being lived through electronic media, which are changing our interactions and our communications in ways that we are only beginning to understand. In Discourse 2.0: Language and New Media, editors Deborah Tannen and Anna Marie Trester team up with top scholars in the field to shed light on the ways language is being used in, and shaped by, these new media contexts.

Topics explored include: how Web 2.0 can be conceptualized and theorized; the role of English on the worldwide web; how use of social media such as Facebook and texting shape communication with family and friends; electronic discourse and assessment in educational and other settings; multimodality and the "participatory spectacle" in Web 2.0; asynchronicity and turn-taking; ways that we engage with technology including reading on-screen and on paper; and how all of these processes interplay with meaning-making.

Students, professionals, and individuals will discover that Discourse 2.0 offers a rich source of insight into these new forms of discourse that are pervasive in our lives.

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front cover of School Talk
School Talk
Gender and Adolescent Culture
Eder, Donna
Rutgers University Press, 1995
Donna Eder is Professor of Sociology at Indiana University. She earned her Ph.D. in 1979 from the University of Wisconsin. She has written numerous journal articles and book chapters in the areas of gender, schooling, and women's culture. Her current research involves in-depth interviews with storytellers from different cultures to better understand the role of storytelling in teaching about social differences and social dynamics.Eder has a deep interest in the sociology of education—and in community. Her first major research study of adolescent peer culture, SCHOOL TALK: GENDER AND ADOLESCENT CULTURE, led to her creating a service project in the Bloomington schools, Kids Against Cruel Treatment in Schools. KACTIS became an essential part of her first service-learning course, Social Context of Schooling. 

KACTIS revealed many social and ethical issues, launching Eder into more research, this time learning from Navajo and Kenyan storytellers how children can understand ethics and diversity through practices used in oral cultures. She borrowed non-Western concepts of learning as she crafted a service-learning project, Storytelling as Reflecting Time (START), which became the basis of a service-learning course, Knowledge and Community, taught to sociology majors and honor students.

The approach is so effective that Eder cannot accommodate all of the requests she receives for START, which is conducted both in the classroom and through extracurricular activities throughout Bloomington. She works with the Hutton Philanthropic Initiative, where students use storytelling to interact with community children in a meaningful way. Students in her Community Building Across Generations course take their storytelling to a nursing home and a program for children whose families are escaping domestic violence.

Eder also mentors other instructors on campus who are interested in service-learning.
[more]

front cover of School Talk
School Talk
Gender and Adolescent Culture
Eder, Donna
Rutgers University Press, 1995
Donna Eder is Professor of Sociology at Indiana University. She earned her Ph.D. in 1979 from the University of Wisconsin. She has written numerous journal articles and book chapters in the areas of gender, schooling, and women's culture. Her current research involves in-depth interviews with storytellers from different cultures to better understand the role of storytelling in teaching about social differences and social dynamics.Eder has a deep interest in the sociology of education—and in community. Her first major research study of adolescent peer culture, SCHOOL TALK: GENDER AND ADOLESCENT CULTURE, led to her creating a service project in the Bloomington schools, Kids Against Cruel Treatment in Schools. KACTIS became an essential part of her first service-learning course, Social Context of Schooling. 

KACTIS revealed many social and ethical issues, launching Eder into more research, this time learning from Navajo and Kenyan storytellers how children can understand ethics and diversity through practices used in oral cultures. She borrowed non-Western concepts of learning as she crafted a service-learning project, Storytelling as Reflecting Time (START), which became the basis of a service-learning course, Knowledge and Community, taught to sociology majors and honor students.

The approach is so effective that Eder cannot accommodate all of the requests she receives for START, which is conducted both in the classroom and through extracurricular activities throughout Bloomington. She works with the Hutton Philanthropic Initiative, where students use storytelling to interact with community children in a meaningful way. Students in her Community Building Across Generations course take their storytelling to a nursing home and a program for children whose families are escaping domestic violence.

Eder also mentors other instructors on campus who are interested in service-learning.
[more]


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