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Compelling and eye-opening, Tactical Inclusion combines original analysis with personal experience to chart advertising’s role in building the all-volunteer military.

Three centuries of English idioms—their unusual origins and unexpected interpretations

To pay through the nose. Raining cats and dogs. By hook or by crook. Curry favor. Drink like a fish. Eat crow. We hear such phrases every day, but this book is the first truly all-encompassing etymological guide to both their meanings and origins. Spanning more than three centuries, Take My Word for It is a fascinating, one-of-a-kind window into the surprisingly short history of idioms in English. Widely known for his studies of word origins, Anatoly Liberman explains more than one thousand idioms, both popular and obscure, occurring in both American and British standard English and including many regional expressions.

The origins, and even the precise meaning, of most idioms are often obscure and lost in history. Based on a critical analysis of countless conjectures, with exact, in-depth references (rare in the literature on the subject), Take My Word for It provides not only a large corpus of idiomatic phrases but also a vast bibliography. Detailed indexes and a thesaurus make the content accessible at a glance, and Liberman’s introduction and conclusion add historical dimensions. The result of decades of research by a leading authority, this book is both instructive and absorbing for scholars and general readers, who won’t find another resource as comparable in scope or based on data even remotely as exhaustive.

For more than twenty years, John Van Maanen’s Tales of the Field has been a definitive reference and guide for students, scholars, and practitioners of ethnography and beyond. Originally published in 1988, it was the one of the first works to detail and critically analyze the various styles and narrative conventions associated with written representations of culture. This is a book about the deskwork of fieldwork and the various ways culture is put forth in print. The core of the work is an extended discussion and illustration of three forms or genres of cultural representation—realist tales, confessional tales, and impressionist tales. The novel issues raised in Tales concern authorial voice, style, truth, objectivity, and point-of-view. Over the years, the work has both reflected and shaped changes in the field of ethnography.

In this second edition, Van Maanen’s substantial new Epilogue charts and illuminates changes in the field since the book’s first publication. Refreshingly humorous and accessible, Tales of the Field remains an invaluable introduction to novices learning the trade of fieldwork and a cornerstone of reference for veteran ethnographers.  

Talk, Tools, and Texts tackles a perplexing issue: how can we envision writing as developing throughout a lifetime, from the first purposeful marks made on paper to the last? How can we make accounts of writing development that keep the complexity of our lives in mind while also providing useful insight to researchers, teachers, and writers?

Drawing on eleven accounts of writers at different points in the lifespan (ages 12 to 80) and in different social circumstances (from a middle-school classroom to a bird-sanctuary newsletter), Talk, Tools, and Texts constructs a “logic-in-use” for following writers and their writing development at a variety of points in the lifespan. It also offers several strategies scholars can use in pursuit of their own research into lifespan writing.

In Talking Back, a veritable Who’s Who of writing studies scholars deliberate on intellectual traditions, current practices, and important directions for the future. In response, junior and mid-career scholars reflect on each chapter with thoughtful and measured moves forward into the contemporary environment of research, teaching, and service. Each of the prestigious chapter authors in the volume has three common traits: a sense of responsibility for advancing the profession, a passion for programs of research dedicated to advancing opportunities for others, and a reflective sense of their work accompanied by humility for their contributions. As a documentary, Talking Back is the first history of writing studies in autobiography.
 

Contributors: Jo Allen, Ann N. Amicucci, Akua Duku Anokye, Paige Davis Arrington, Doug Baldwin, John C. Brereton, Judy Buchanan, Hugh Burns, Leasa Burton, Ellen C. Carillo, William Condon, Dylan B. Dryer, Michelle F. Eble, Jennifer Enoch, Joan Feinberg, Patricia Friedrich, Cinthia Gannett, Eli Goldblatt, Shenika Hankerson, Janis Haswell, Richard Haswell, Eric Heltzel, Douglas Hesse, Bruce Horner, Alice S. Horning, Asao B. Inoue, Ruth Ray Karpen, Suzanne Lane, Min-Zhan Lu, Donald McQuade, Elisabeth L. Miller, Rebecca Williams Mlynarczyk, Sean Molloy, Les Perelman, Louise Wetherbee Phelps, Stacey Pigg, Sherry Rankins-Robertson, Jessica Restaino, J. Michael Rifenburg, Eliana Schonberg, Geneva Smitherman, Richard Sterling, Katherine E. Tirabassi, Devon Tomasulo, Martha A. Townsend, Mike Truong, Victor Villanueva, Edward M. White, Anne Elrod Whitney, Kathleen Blake Yancey

Research has shown that very young children can learn sign language before they learn to speak. Teach Your Tot to Sign: The Parents’ Guide to American Sign Language provides parents and teachers the opportunity to teach more than 500 basic American Sign Language (ASL) signs to their infants, toddlers, and young children. Hearing children, deaf children, and children with special needs can benefit from learning the elementary signs chosen for this handy pocket-size book. Young children who can communicate using simple signs become less frustrated and also bond in a special way with their parents. In teaching ASL to parents of toddlers and preschool teachers, author Stacy A. Thompson recognized the need for a book that could be used at home and in the classroom. Her book features fundamental signs of great appeal to young children and concise instructions on how to sign, including the critical importance of facial expression.

Teach Your Tot to Sign anticipates all of the common desires and interests of young children — food, pets, planes, trains, cars, and boats, games, holidays, vegetables, family — in short, nearly everything. Reflecting children’s endless curiosity, the vocabulary chosen ranges from signs for “baby,” “broken,” “clown,” “dinosaur,” “firefighter,” “gentle,” “hot,” “hurt,” “ketchup,” “pacifier,” “rooster,” “sad,” “spaghetti,” “wagon,” “water,” “wet,” to “you’re welcome,” and even “McDonalds.” This lively assortment of signs will help every child convey earlier in their development their thoughts, feelings, and desires to their parents and teachers.

As standard-bearers for intellectual freedom, school and children’s librarians are in ideal positions to collaborate with educators to not only protect the freedom to read but also ensure that valued books which touch upon important topics are not quarantined from the readers for whom they were written. In this best-selling classroom- and library-ready book of discussion guides, thoroughly updated and expanded to include genres such as graphic novels and nonfiction, award-winning champion of children's literature Scales shows that there is a way to teach these books while respecting all views. Also freshened to include only books that are in print, this resource

• reprints Judy Blume's stirring introduction from the first edition;
• aids educators and librarians in stimulating the critical thinking skills of young readers aged 9-18 while also encouraging freedom of thought and expression, in either classroom or book club settings;
• spotlights titles dealing with sensitive but vital issues such as bullying, racism, bigotry, making tough choices, other cultures, and our uncertain future;
• offers tips for introducing each book and its associated topics;
• provides open-ended questions for discussion which explore the book as a whole rather than simply its "controversial" aspects, along with research and writing activities; and
• includes short summaries of each book, plus a read-alikes section to keep the conversation going.

• Basic Business Research
• Finance and Accounting
• Entrepreneurship
• Management
• Marketing
• Specialty Subjects
• Data Literacy/Data Visualization
• Experiential Learning/Career
• Using Technology in the Classroom

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

• Arts
• Writing
• Humanities
• Interdisciplinary Studies
• Social Sciences
• Business
• Education and Behavioral Studies
• Health
• Sciences 

Foreword by Michelle Ciulla Lipkin, Executive Director, National Association for Media Literacy Education
Preface by Denise E. Agosto

Though media literacy and information literacy are intertwined, there are important differences; and there has never been a more urgent need for an incisive examination of the crucial role librarians and other educators can play in teaching the skills necessary to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages emanating from television, movies, radio, the internet, news outlets, magazines, books, billboards, video games, music, and all other forms of media.  In this book, international expert De Abreu melds advice from a diverse array of practitioners and subject experts with her own research findings to examine how consuming media and technology impacts the learning of K–12 students, tackling such paramount issues as

• fake news/alternative facts;
• critical thinking
• digital literacy and digital citizenship;
• social inclusion and equity;
• global interconnectivity; and
• social justice and advocacy.

Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.

Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.