The Digital Scholar Academic Communication In Multimedia Environment

The forms and genres of academic communication have changed considerably over the past decades – from standardised ways of producing texts on/for paper to a (less?) standardised way of communication in Web 2.0. Published papers are now available to a greater number of readers, interaction among colleagues can take place in real time via written, audio or visual formats, and it has become much more comfortable for students as well as for those outside the scientific community to access academic information and to contact its authors. It seems, however, that many aspects of academic communication have not yet changed, and its participants – either in the „old“ or in the „new“ generation – are ill-equipped to work within the multimedia context. This volume, therefore, takes a look at academic communication in the multimedia environment, in order to throw light on how these processes are linked to new multimedia affordances, while at the same time encapsulating old genre conventions and participant interaction with the medium.

This book aims to broaden the horizons of academic integrity by discussing novel practices and technologies, and the importance of student involvement in building a culture of academic integrity. Examples are the outreach efforts towards a range of non-educational organisations, the exploration and comparison of ethical policies and actions in different institutions, and the improvement of student responses in research on sensitive topics. It explores a range of scenarios and strategies adopted in different parts of the world during the COVID-19 pandemic, and addresses new technological advances for investigating types of academic misconduct that are difficult to find, including translation plagiarism, contract cheating, the usage of the proctoring systems, and the innovative use of data mining to detect cheating on on-line quizzes. The work shows how working with students is an essential part of the fight against academic misconduct. The student voice can be a powerful source of motivation for students, but educators also need to understand their perspectives, especially regarding such an important topic as academic integrity.

This book examines the argumentation strategies employed by linguists in voicing criticism, looks for explanations for confrontation in academic discourse, and evaluates the positive and/or negative effects it has on international academic communication. Issues such as the role of intertextuality, cross-cultural variations, and the notion of “academic discourse community” are also touched upon. Special attention is paid to the modern developments in contrastive rhetoric studies, as well as to the controversial issue of the use of context-based versus corpus-based methods. The corpus under investigation consists of academic book reviews in English and German with a clearly stated negative character, as well as a series of publications in English interrelated by the fact that they discuss a common group of problems but from two fully confrontative points of view. They illustrate what has been called an “academic war”. Some related theoretical issues are also discussed, including the role of evaluation in academic communication, the relationship between criticism, critique, negative evaluation, and confrontation in academic communication, as well as the importance of culture, discipline culture, and communities of practice. The contrastive discourse analysis demonstrates differences between English and German in terms of the rhetorical strategies employed by review writers to express criticism. The book will be of interest to researchers in the fields of academic communication and rhetorics, as well as teachers in English/German for academic purposes.

Poverty and precarity are among the most pressing social issues of today and have become a significant thematic focus and analytical tool in the humanities in the last two decades. This volume brings together an international group of scholars who investigate conceptualisations of poverty and precarity from the perspective of literary and cultural studies as well as linguistics. Analysing literature, visual arts and news media from across the postcolonial world, they aim at exploring the frameworks of representation that impact affective and ethical responses to disenfranchised groups and precarious subjects. Case studies focus on intersections between precarity and race, class, and gender, institutional frameworks of publishing, environmental precarity, and the framing of refugees and migrants as precarious subjects. Contributors: Clelia Clini, Geoffrey V. Davis, Dorothee Klein, Sue Kossew, Maryam Mirza, Anna Lienen, Julia Hoydis, Susan Nalugwa Kiguli, Sule Emmanuel Egya, Malcolm Sen, Jan Rupp, J.U. Jacobs, Julian Wacker, Andreas Musolff, Janet M. Wilson

Knowledge Communication as a research field emerges as a response to the communicative core challenges of the knowledge society. At ist center is the question of how to produce and transform specialized knowledge into interactions to gain value for this kind of knowledge. The field’s foundational concepts concern a transactional understanding of communication, an ideology of convergence between communicators and an appreciation of knowledge as construction. These stem from critical discussions of insights harvested from three parental disciplines: Language for Specific Purposes, Public Understanding of Science, and Knowledge Management. In their synthesis, these foundational concepts define Knowledge Communication as a means of strategic communication. In lieu of this, the research agenda of Knowledge Communication presents a novel prism through which to discern and investigate communicative core challenges of the knowledge society.

This collection presents to educators, parents, and other interested readers a variety of perspectives, challenges, and highlights of the teaching methods that could be useful. Its purposes are to not only document an important time of human history, education, and the outbreak of unknown pandemics but also outline strategies to serve as insights into and predictions of the unknown future of humanity, diseases, and human learning.

This handbook provides a comprehensive overview of spatial configurations of language use and of language use in space. It consists of four parts. The first part covers the various practices of describing space through language, including spatial references in spoken interaction or in written texts, the description of motion events as well as the creation of imaginative spaces in storytelling. The second part surveys aspects of the spatial organization of face-to-face communication including not only spatial arrangements of small groups in interaction but also the spatial dimension of sign language and gestures. The third part is devoted to the communicative resources of constructed spaces and the ways in which these facilitate and shape communication. Part four, finally, is devoted to pragmatics across space and cultures, i.e. the ways in which language use differs across language varieties, languages and cultures.

This book delves into the changes in technology regarding higher education and seeks to define what it means to be a scholar in the digital age.