Teaching Contemporary Scholars

This innovative series addresses the pedagogies and thoughts of influential contemporary scholars in diverse fields. Focusing on scholars who have challenged the “normal science,” the dominant frameworks of particular disciplines, Teaching Contemporary Scholars highlights the work of those who have profoundly influenced the direction of academic work. In a era of great change, this series focuses on the bold thinkers who provide not only insight into the nature of the change but where we should be going in light of the new conditions. Not a festschrift, not a re-interpretation of past work, these books allow the reader a deeper, yet accessible conceptual framework in which to negotiate and expand the work of important thinkers.

15 publications

Contemporary Existentialism

4 publications

Studies in Contemporary History

Reconsidering the Cold War historiography’s focus on high politics, conflict and confrontation, this series encourages the development of new research that explores ties and similarities transcending the political divide in Europe. It also welcomes new approaches to the history of Central and East European societies under dictatorships: approaches which shed light on individual and collective agency and show high politics as only one of several factors of change. Research in contemporary history still often mentally maps Europe as divided into a West and an East. This overemphasizes barriers between people who often shared similar values and tastes, practices and technologies, between interrelated social phenomena or just neighboring regions. In a similar way, narratives of Central and Eastern Europe often tend to reflect a simplistic vision centered on the conflict between the “regime” and “society”. This overemphasizes the role of crude domination and hinders understanding of the reproduction, evolution and normalization of European communist regimes up to 1989. We seek contributions that employ approaches from history, especially those which integrate insights gained from neighboring disciplines, such as sociology, anthropology, political science, or cultural and gender studies. Discussions of comparative and transnational perspectives are particularly welcome. The series was formerly known as Warsaw Studies in Contemporary History .

10 publications

Studies in Contemporary Continental Philosophy

0 publications

Contemporary Film, Television, and Video

ISSN: 1543-0863

The Contemporary Film, Television, and Video Studies series seeks to publish serious, scholarly materials about contemporary American and international film, television, and video practices. Topics of interest include studies of national media practices, the globalization of media production and consumption, and studies of important and influential media practitioners. Submission of single author manuscripts and edited collections of essays from a wide range of theoretical and methodological perspectives are invited. The Contemporary Film, Television, and Video Studies series seeks to publish serious, scholarly materials about contemporary American and international film, television, and video practices. Topics of interest include studies of national media practices, the globalization of media production and consumption, and studies of important and influential media practitioners. Submission of single author manuscripts and edited collections of essays from a wide range of theoretical and methodological perspectives are invited. The Contemporary Film, Television, and Video Studies series seeks to publish serious, scholarly materials about contemporary American and international film, television, and video practices. Topics of interest include studies of national media practices, the globalization of media production and consumption, and studies of important and influential media practitioners. Submission of single author manuscripts and edited collections of essays from a wide range of theoretical and methodological perspectives are invited.

2 publications

The Art and Science of Music Teaching and Performance

Musicians in the practice room, during instruction, and on the stage will benefit from a critical discussion of vital issues from an interdisciplinary perspective. Whether the examination of the acquisition of musical expertise, or the evaluation of teaching methods and learning strategies based on neuroscience and psychology, this series will emphasize scientific research combined with experiental knowledge that can only be gained from the actual practice of musical performance and education. Musicians in the practice room, during instruction, and on the stage will benefit from a critical discussion of vital issues from an interdisciplinary perspective. Whether the examination of the acquisition of musical expertise, or the evaluation of teaching methods and learning strategies based on neuroscience and psychology, this series will emphasize scientific research combined with experiental knowledge that can only be gained from the actual practice of musical performance and education.

2 publications

Warsaw Studies in Contemporary History

Reconsidering the Cold War historiography’s focus on high politics, conflict and confrontation, this series encourages the development of new research that explores ties and similarities transcending the political divide in Europe. It also welcomes new approaches to the history of Central and East European societies under dictatorships: approaches which shed light on individual and collective agency and show high politics as only one of several factors of change. Research in contemporary history still often mentally maps Europe as divided into a West and an East. This overemphasizes barriers between people who often shared similar values and tastes, practices and technologies, between interrelated social phenomena or just neighboring regions. In a similar way, narratives of Central and Eastern Europe often tend to reflect a simplistic vision centered on the conflict between the “regime” and “society”. This overemphasizes the role of crude domination and hinders understanding of the reproduction, evolution and normalization of European communist regimes up to 1989. We seek contributions that employ approaches from history, especially those which integrate insights gained from neighboring disciplines, such as sociology, anthropology, political science, or cultural and gender studies. Discussions of comparative and transnational perspectives are particularly welcome. From Vol. 4 onwards, the series continues as Studies in Contemporary History . Reconsidering the Cold War historiography’s focus on high politics, conflict and confrontation, this series encourages the development of new research that explores ties and similarities transcending the political divide in Europe. It also welcomes new approaches to the history of Central and East European societies under dictatorships: approaches which shed light on individual and collective agency and show high politics as only one of several factors of change. Research in contemporary history still often mentally maps Europe as divided into a West and an East. This overemphasizes barriers between people who often shared similar values and tastes, practices and technologies, between interrelated social phenomena or just neighboring regions. In a similar way, narratives of Central and Eastern Europe often tend to reflect a simplistic vision centered on the conflict between the “regime” and “society”. This overemphasizes the role of crude domination and hinders understanding of the reproduction, evolution and normalization of European communist regimes up to 1989. We seek contributions that employ approaches from history, especially those which integrate insights gained from neighboring disciplines, such as sociology, anthropology, political science, or cultural and gender studies. Discussions of comparative and transnational perspectives are particularly welcome. From Vol. 4 onwards, the series continues as Studies in Contemporary History . Reconsidering the Cold War historiography’s focus on high politics, conflict and confrontation, this series encourages the development of new research that explores ties and similarities transcending the political divide in Europe. It also welcomes new approaches to the history of Central and East European societies under dictatorships: approaches which shed light on individual and collective agency and show high politics as only one of several factors of change. Research in contemporary history still often mentally maps Europe as divided into a West and an East. This overemphasizes barriers between people who often shared similar values and tastes, practices and technologies, between interrelated social phenomena or just neighboring regions. In a similar way, narratives of Central and Eastern Europe often tend to reflect a simplistic vision centered on the conflict between the “regime” and “society”. This overemphasizes the role of crude domination and hinders understanding of the reproduction, evolution and normalization of European communist regimes up to 1989. We seek contributions that employ approaches from history, especially those which integrate insights gained from neighboring disciplines, such as sociology, anthropology, political science, or cultural and gender studies. Discussions of comparative and transnational perspectives are particularly welcome. From Vol. 4 onwards, the series continues as Studies in Contemporary History .

3 publications

Contemporary Studies in Descriptive Linguistics

This series provides an outlet for academic monographs which offer a recent and original contribution to linguistics and which are within the descriptive tradition. While the monographs demonstrate their debt to contemporary linguistic thought, the series does not impose limitations in terms of methodology or genre, and does not support a particular linguistic school. Rather the series welcomes new and innovative research that contributes to furthering the understanding of the description of language. The topics of the monographs are scholarly and represent the cutting edge for their particular fields, but are also accessible to researchers outside the specific disciplines. Contemporary Studies in Descriptive Linguistics is based at the School of English, University of St Andrews. The Literary and Cultural Stylistics subseries aims to explore the intersection of descriptive linguistics with the disciplines of literature and culture. The techniques of stylistic analysis offer a way of approaching texts both literary and non-literary as well as all forms of cultural communication. The subseries offers a home for this research, where literary criticism meets linguistics and where cultural studies meets communication. It welcomes a wide range of data sets and methodologies, with the intention that every book in the subseries makes a new contribution to the disciplines that support them.

65 publications

Teaching Texts in Law and Politics

"The new series Teaching Texts in Law and Politics is devoted to textbooks that explore the multidimensional and multidisciplinary areas of law and Politics. Special emphasis will be given to textbooks written for the undergraduate classroom. Subject matters to be addressed in this series include, but will not be limited to: constitutional law; civil rights and liberties issues; law, race, gender, and gender orientation studies; law and ethics; women and the law; judicial behavior and decision-making; legal theory; comparative legal systems; criminal justice; courts and the political process; and other topics an the law and the political process that would be of interest to undergrad.uate curriculum and education. Submission of single-author and collaborative studies, as well as collections of essays are invited. " "The new series Teaching Texts in Law and Politics is devoted to textbooks that explore the multidimensional and multidisciplinary areas of law and Politics. Special emphasis will be given to textbooks written for the undergraduate classroom. Subject matters to be addressed in this series include, but will not be limited to: constitutional law; civil rights and liberties issues; law, race, gender, and gender orientation studies; law and ethics; women and the law; judicial behavior and decision-making; legal theory; comparative legal systems; criminal justice; courts and the political process; and other topics an the law and the political process that would be of interest to undergrad.uate curriculum and education. Submission of single-author and collaborative studies, as well as collections of essays are invited. " "The new series Teaching Texts in Law and Politics is devoted to textbooks that explore the multidimensional and multidisciplinary areas of law and Politics. Special emphasis will be given to textbooks written for the undergraduate classroom. Subject matters to be addressed in this series include, but will not be limited to: constitutional law; civil rights and liberties issues; law, race, gender, and gender orientation studies; law and ethics; women and the law; judicial behavior and decision-making; legal theory; comparative legal systems; criminal justice; courts and the political process; and other topics an the law and the political process that would be of interest to undergrad.uate curriculum and education. Submission of single-author and collaborative studies, as well as collections of essays are invited. "

36 publications

Foreign Language Teaching in Europe

Foreign Language Teaching in Europe is a series focusing on dissemination of ideas, experiences, and research on modern language pedagogy and language teacher education from sources throughout Europe and beyond. This series aspires to represent the field in its diversity and forms a forum for the expansion of contributions on modern language learning. Thus, this series’ ambition is to be of a high quality, and innovative, and to stimulate further research in the field. The editors of this series welcome submissions of monographs and edited volumes in the field of modern language pedagogy. Book proposals may be submitted to the series editor, Dr. Manuel Jiménez Raya (mjraya@ugr.es). Foreign Language Teaching in Europe ist eine Buchreihe, die fokussiert ist auf die Verbreitung von Ideen und Erfahrungen sowie auf Forschungsarbeiten zur Pädagogik im Bereich der Fremdsprachenvermittlung durch europäische und außereuropäische Beiträge. Diese Reihe bemüht sich, die Fremdsprachendidaktik in seiner Vielgestaltigkeit darzustellen und bildet ein Forum für die Verbreitung von Beiträgen zum Fremdsprachenlernen. Diese Reihe beansprucht, von hoher Qualität und innovativ zu sein und zu weiterer Forschung auf diesem Gebiet anzuregen. Die Herausgeber dieser Reihe begrüßen das Einreichen von Monographien und Sammelbänden auf dem Gebiet der Fremdsprachendidaktik. Vorschläge für Buchpublikationen sind zu richten an den Herausgeber Dr. Manuel Jiménez Raya (mjraya@ugr.es).

23 publications

Studies in Contemporary Women’s Writing

ISSN: 2235-4123

A series founded by Gill Rye This book series supports the work of the Centre for the Study of Contemporary Women’s Writing at the Institute of Languages, Cultures and Societies, University of London, by publishing high-quality critical studies in the field. Studies in Contemporary Women’s Writing provides a forum for innovative research exploring new trends and issues in the work of new, hitherto neglected or established authors who write primarily, but not exclusively, in the languages covered by the Centre: French, German, Italian, Portuguese and the Hispanic languages. The series has redefined its remit in light of current scholarship. ‘Contemporary’ is still defined as ‘after 1968’, with a preference for studies of post-1990 texts in any genre. While the series initially focused on writing, it now welcomes research that crosses disciplinary boundaries and defines creativity in the broadest sense, including intersections between literature and the arts, cinema and music. Scholarship that embraces gender and sexuality more broadly, including the work of non-binary and queer authors, is also welcome. We encourage studies that connect texts with the social, cultural, linguistic and political contexts in which they are created, taking into account the transnational and postcolonial configuration of the contemporary world and its impact on lives and experiences. Proposals are invited for monographs and edited collections. The series welcomes single-author studies, thematic analyses across languages and cross-cultural discussions that rely on a variety of approaches and theoretical frameworks, as well as studies that showcase the application of new methodologies to primary texts. Manuscripts should be written in English. Editorial Board: Claudia Bernardi (Victoria University of Wellington), Francesca Calamita (University of Virginia), Emily Jeremiah (Royal Holloway, University of London), Shirley Jordan (Newcastle University), Catriona MacLeod (University of London Institute in Paris), Lorraine Ryan (University of Birmingham), Godela Weiss-Sussex (School of Advanced Study, University of London), Caragh Wells (University of Bristol), Claire Williams (St Peter’s College, University of Oxford)

17 publications

Contemporary German Writers and Filmmakers

Contemporary German Writers and Filmmakers aims to reflect the continuing and dynamic developments in German culture since the reunification of Germany in 1990. The fall of communism, the forging of the new Berlin Republic and increasing ethnic diversity have coincided with growing international acclaim for writers of German (such as Nobel Laureates Günter Grass, Elfriede Jelinek and Herta Müller) and renewed interest in German cinema (such as the award-winning film Das Leben der Anderen / The Lives of Others). Each volume is devoted to the work of a contemporary German-speaking novelist, poet, playwright or filmmaker, containing an interview with its subject and, in the case of writers, an original piece of previously unpublished writing presented in parallel English translation. The other chapters on key aspects of the emerging œuvre and its international significance are by scholars in the field. As the volumes are intended for readers with little or no knowledge of German, all quotations are translated into English. The volumes are designed as a resource for specialists and students alike and to stimulate debate within and beyond the academy. Proposals for new volumes on significant contemporary practitioners in the literary and cinematic fields are welcomed. The language of the series is English.

8 publications

Studies in Philosophy, Culture and Contemporary Society

The aim of the series is to present classical philosophical thought and knowledge about problems and processes which take place in contemporary society. Such a perspective stems from the very relationship between philosophy and social sciences, which is both dynamic and reflexive. On the one hand, in its pure form as a ‘theoria,’ philosophical thought – even if sometimes abstracts from the social context – always remains an active observation that, in the long run, has an impact on social processes, and especially on social sciences. On the other hand, there is a reverse process in which social phenomena directly stimulate philosophical thought. As part of the series, we plan to publish monographs and volumes dealing with specific problems or social phenomena. Furthermore, the works of Polish societies, like The Polish Leibnizian Society and The Bachelard Society ‘Mythopaeia’, and others will be published.

46 publications

Teaching Critical Themes in American History

ISSN: 2576-0718

In the United States, the Common Core Standards, the C3 Frame-work for Social Studies Standards (NCSS), and the 10 themes of the National Curriculum Standards (NCS/NCSS) each pose challenges for teachers preparing to teach skills, content, and critical issues of American history. The problem for many middle and secondary teachers is that textbooks do not contain sufficient primary source documents and varied secondary literature linked to these stand-ards. The volumes in the Teaching Critical Themes in American His-tory fill this need by providing teachers with history content, peda-gogical strategies, and teaching resources. The series is organized around key problems/issues in American history so that teachers can select which critical topics upon which they might want to con-centrate. Middle and Secondary pre-and in-service educators will find the books in this series essential for developing and implementing American history and social studies curriculum in diverse and com-plex classrooms. Teachers will find the books in this series valuable as they search for methodologies and material that will help them address the Common Core Standards in the social sciences and his-tory. Community College history instructors can also find the books in this series helpful as supplementary texts in their U.S. history survey courses. The practical—not to mention exciting—implementation of perspectives offered in each title is a key fea-ture of this series. This series will address topics such as the formation of the Ameri-can Republic, the problem of slavery in America, causes of the Civil War, emancipation and reconstruction, America’s response to in-dustrialization, the New Deal, the fight for Civil Rights, and more. The Series Editors invite proposals for edited volumes in American history and social studies, along with articles and lesson plans for both the topics above, and other topics of the series.

13 publications

University of Cincinnati Studies in Historical and Contemporary Europe

ISSN: 0888-3882

2 publications

Contemporary Critical Concepts and Pre-Enlightenment Literature

ISSN: 1074-6781

"Writers who worked before the beginning of rationalist universalism's triumphal period which may be ending now-explored issues of consciousness, ideology, and culture that recent criticism and critical theory, using various specialized vocabularies of concepts, have returned to the center of literäry and social criticism. These early modern figures often anticipated some of our clilemmas; How to manipulate an apparently quite mutable world and, at the same time, preserve belief in an immutable "centered" self? How to reconcile rationalist universalism with personal and cultural stability? Rene Descartes's postulate of man as the master and proprietor of an increasingly built world is fundamentally incompatible with his effort to underwrite man as a stable philosophical subject. Man's technical and linguistic mastery devours his "transcendent subjectivity." Students of literature are now using the ideas of what Larry Riggs calls "post-enlightenment thinkers"-Max Horkheimer, Jacques Lacan, Michael Foucault, Rene Girard, and others-to elucidate the implicit and explicit debates about rationalism that are embedded in literary works. This trend is most usefully seen as a renewal of contact with preoccupations that were quite current in medieval, Renaissance, and seventeenth-century European literature. To date, however, innovative criticism has focused an more recent literature. Some post-structuralists-most notably Jacques Lacan-have tried their hand at interpreting early works. Their ideas are interesting, but their knowledge of the periods in question is often weak. Manuscripts on Elizabethan and Restoration theater, French, Italian, and German writers of the medieval and Renaissance periods, and die seventeenth-century French dramatists and moralists are welcome. "

3 publications

University of Texas Studies in Contemporary Spanish-American Fiction

7 publications

Leeds-Swansea Colloquia on Contemporary German Literature

The Leeds Colloquia on Contemporary German Literature series is the successor to the Bradford Series of Colloquia on Contemporary German Literature. Like its precursor, the Leeds Series has as its focal point of departure a three-day, biennial colloquium devoted to a particular theme. The colloquia have been supported by a range of cultural institutions over the years including the Goethe Institut, Austrian Cultural Forum and Modern Humanities Research Association, enabling them to act as a forum for dialogue between Germanisten in the German-speaking world and established and aspiring scholars based in the UK, Ireland, the USA and Australia. It is of equal importance that a broad understanding of what constitutes literary writing is fostered. Thus while ‘canonical’ literary figures have always featured, there has been a commitment to new writing which has given rise to the first academic discussions in English of several significant contemporary writers. The organising editors are Professor Julian Preece (University of Wales, Swansea) and Professor Frank Finlay (University of Leeds) who work in tandem with an international Advisory Board. The Leeds Colloquia on Contemporary German Literature series is the successor to the Bradford Series of Colloquia on Contemporary German Literature. Like its precursor, the Leeds Series has as its focal point of departure a three-day, biennial colloquium devoted to a particular theme. The colloquia have been supported by a range of cultural institutions over the years including the Goethe Institut, Austrian Cultural Forum and Modern Humanities Research Association, enabling them to act as a forum for dialogue between Germanisten in the German-speaking world and established and aspiring scholars based in the UK, Ireland, the USA and Australia. It is of equal importance that a broad understanding of what constitutes literary writing is fostered. Thus while ‘canonical’ literary figures have always featured, there has been a commitment to new writing which has given rise to the first academic discussions in English of several significant contemporary writers. The organising editors are Professor Julian Preece (University of Wales, Swansea) and Professor Frank Finlay (University of Leeds) who work in tandem with an international Advisory Board. The Leeds Colloquia on Contemporary German Literature series is the successor to the Bradford Series of Colloquia on Contemporary German Literature. Like its precursor, the Leeds Series has as its focal point of departure a three-day, biennial colloquium devoted to a particular theme. The colloquia have been supported by a range of cultural institutions over the years including the Goethe Institut, Austrian Cultural Forum and Modern Humanities Research Association, enabling them to act as a forum for dialogue between Germanisten in the German-speaking world and established and aspiring scholars based in the UK, Ireland, the USA and Australia. It is of equal importance that a broad understanding of what constitutes literary writing is fostered. Thus while ‘canonical’ literary figures have always featured, there has been a commitment to new writing which has given rise to the first academic discussions in English of several significant contemporary writers. The organising editors are Professor Julian Preece (University of Wales, Swansea) and Professor Frank Finlay (University of Leeds) who work in tandem with an international Advisory Board.

3 publications

Extreme teaching: rigorous texts for troubled times

ISSN: 1534-2808

Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed.

4 publications

Minding the Media

This series is designed for those engaged in pedagogy and pedagogy and media. Using a critical perspective, authors will be invited to contribute volumes of approximately 85,000 words to this series. The editors anticipate acquiring between 5 and 8 volumes per year. Around the world today, there are blatant and insidious uses and effects of media in a hyperreal society. As educators we watch the media curriculum which pervades childhood and youth and understand that it would be impossible for young citizens to escape this curriculum. We recognize that teachers and administrators are often unequipped and/or unwilling to address their students’ embedded media curricula. Students walk into schools with the expectations that they must shirk their knowledge (and often obsessions) of media to drink the weakened Kool-Aid of public school curriculum. Minding the Media is the first book series specifically designed to address the needs of both students and teachers in watching, comprehending, using, and reading the media. We will acquire books from a wide range of authors in theoretical, technical and practitioner media disciplines.

30 publications