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Die gesellschaftliche Bedeutung populärkultureller Formate wie der TV-Serie hängt nicht nur von den ästhetischen Medienprodukten selbst ab, sondern auch von ihrer kommunikativen Verarbeitung in der Interaktion. Dabei bieten Serien in hohem Maße ein identitäts- und gemeinschaftsstiftendes Potential, dem sich die vorliegende Studie aus gesprächsanalytischer Perspektive widmet. Anhand von videographierten Gesprächen über Serien und Serienrezeption zwischen Schüler/-innen wird erörtert, wie sich die Teilnehmenden miteinander vergemeinschaften und voneinander abgrenzen, in welchem Zusammenhang dabei interaktive Bewertungskonstruktionen und der relative Wissensstatus stehen und welchen Einfluss die medialen und ästhetischen Ressourcen der Serien für interaktionale Positionierungspraktiken haben. Umfangreiche Detailanalysen werden in einem Analysemodell zusammengeführt, das dabei helfen kann, sowohl die Komplexität von Serienkommunikation als auch die sozialisatorische Relevanz von Serienrezeption in jugendlichen Peer-Groups besser zu verstehen. Die Arbeit schließt an zentrale Forschungslinien der Konversations- und Diskursanalyse an und bietet Anknüpfungspunkte für künftige Untersuchungen zu medienbezogenen Interaktionen. One of the reasons for the social significance of pop-cultural formats like TV series is how they are communicatively processed in interactions. This book uses video recordings of conversations between students about series to develop an analytical model that allows researchers to investigate community-forming activities and knowledge construction, and to relate them to the media and aesthetic resources of series for practices of positioning.

Conversation analysis. --- positioning. --- tv series, knowledge communication.

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One day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of "finding out just what education is." Reading this lecture in the late 1940's, Philip W. Jackson took Dewey's charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means-in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey's comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers' works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers-and therefore everyone-better people.

Education --- Aims and objectives. --- Philosophy. --- educators, educational, teachers, lecture, speech, 1940s, 20th century, contemporary, modern, reflection, reflective, educating, knowledge, communication, society, philosophy, philosophical, empirical, pragmatic, solutions, classroom, school, academic, scholarly, research, administrator, administration, administrators, ideology, ideological, reform, change.

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Walter Benjamin est resté célèbre grâce à ses travaux en tant que philosophe, historien de l'art ou encore critique littéraire. Cet ouvrage présente un aspect méconnu de ses activités : entre 1927 et 1933, Benjamin a enregistré une centaine d’interventions au microphone sur les antennes de Berlin et Francfort et s’est efforcé de dépasser les formes journalistiques de pur divertissement. À travers ses chroniques littéraires ou ses contes radiophoniques pour enfants, le philosophe berlinois a souhaité repenser le matériau sonore diffusé sur les ondes. Ce livre original propose d’aller à la rencontre de Walter Benjamin par le prisme de sa voix. Les recherches de Philippe Baudouin à l’origine du présent ouvrage tendent à faire entendre l’écho du philosophe, en proposant de redécouvrir l’intérêt à la fois théorique et pratique dont il témoigna pour la radio. L’ouvrage comprend également des annexes sonores, avec d’une part les deux seuls témoignages sonores du philosophe connus à ce jour, extraits de la pièce radiophonique pour enfants Chahut autour de Kasperl, diffusée à la radio de Cologne le 9 septembre 1932, et d’autre part une interview de Stéphane Hessel réalisée par Philippe Baudouin pour France Culture, dans laquelle ce premier témoigne reconnaître la voix de Benjamin dans le personnage de Kasperl

Philosophie. --- À la radio --- Benjamin, Walter, --- Children's radio programs - Germany - Frankfurt am Main - History - 20th century --- Art and society --- Art and technology --- Art - Philosophy --- Radio - Philosophy --- Benjamin, Walter, - 1892-1940 --- Benjamin, Walter, - 1892-1940 - Knowledge - Communication --- Benjamin, Walter, - 1892-1940 - Criticism and interpretation --- Children's radio programs

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There is an increasing need for scholars and scientists to not only conduct research that has a significant impact on society but also to communicate that research widely. Such research outreach also contributes to engaging wide, diverse audiences. As such, the discursive practices have become more and more complex, multimodal, and multimedia-based for scholars and scientists. Scientific communication is currently shared to a great extent with peers in technology-mediated contexts, which allows formal scientific publications to be opened to public viewing. Alongside this so-called “primary output” (Puschmann 2015), new ways, modes, and discourses are being used to bring science closer to a lay audience and promote citizen participation. The affordances of existing and emergent platforms are fostering a change in audience roles, and with it, the erosion of boundaries between scientific communities and the general public, entailing the dissemination of scientific information and knowledge beyond the former (Trench 2008). We are thus witnessing the development of discursive practices which may be referred to as instances of “parascientific communication”. These practices transcend previously well-delimited communities and spheres of communication. Parascientific genres are evolving based on authoritative or expert knowledge (communicated through conventional, sanctioned scientific genres) but not subjected to the filters of internal, formal science communication (Kelly and Miller 2016). This Special Issue seeks to gain a better understanding of the purposes and specific features of these new scientific communication practices.

Research & information: general --- preprints --- open science --- science communication --- social media --- Total SciComm --- COVID-19 --- health communication --- user-generated content --- reader comments --- vaccines --- vaccine denial --- conspiracy theories --- digital news articles --- citizens’ agentive power --- parascientific genres --- pseudoscience --- COVID-19 information --- knowledge communication --- knowledge-building processes --- multimodality --- social media engagement --- discourse analysis --- digital humanities --- textometry --- authority --- legitimacy --- blog posts --- dialogicity --- identity --- personal vs. institutional blogs --- graphical abstracts --- genre hybridity --- stylisation --- interpretive complexity --- visual literacy --- n/a --- citizens' agentive power

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Authors, French --- Journalists --- Biography --- Balzac, Honoré de, --- Knowledge --- Communication --- Balzac, Honore de --- Balzac, Honoré de, --- Communication. --- de Balzac, Honoré --- de Balzac, H. --- Balzac, Honoré de --- Ba'erzhake, --- Balzac, H. de --- Balzac, Honorato, --- Balzak, --- Balʹzak, Onore, --- Balzaḳ, Onoreh deh, --- Balzāk, Ūnūrīh dī, --- Banzăc, Hônôrê đơ, --- Baruzakku, --- de Balzac, Honorato, --- Jeune célibataire, --- Pa-erh-cha-kʻo, --- Бальзак, Оноре де, --- באלזאק, אנארע דע, --- באלזאק, אונורה דה, --- באלזאק, האָנאָרע דע, --- בלזק, אונורה דה, --- בלזק, הונורה דה-, --- דע־באלזאק, האָנאָרע, --- بالزاك، انوره دو --- バルザック, --- 巴爾札克, --- 巴爾扎克, --- R'Hoone, --- Saint-Aubin, Horace de, --- Cloteaux, Aurore --- Authors, French - 19th century - Biography --- Journalists - France - Biography --- Balzac, Honoré de, - 1799-1850 --- Balzac, Honoré de, - 1799-1850 - Knowledge - Communication