HUNTINGTON LIBRARY QUARTERLY最新文献

{"title":"Hiding in Plain Sight","authors":"Michelle Levy, Betty A. Schellenberg","doi":"10.1353/hlq.2021.0022","DOIUrl":"https://doi.org/10.1353/hlq.2021.0022","url":null,"abstract":"A read-aloud captures students’ attention. P H O T O C O U R T E S Y O F T H E A U T H O R Using trade books to support science instruction is a timehonored tradition. A wellchosen book can generate interest in a science topic, present a problem, challenge misconceptions, and explain content. The Children’s Book Council and NSTA review hundreds of books yearly and publish their recommendations as the Outstanding Science Trade Books for Students K–12 list (see Internet Resources). In addition, the Science and Children column Teaching Through Trade Books recommends two books per issue. These reliable resources often include ideas for using trade books to support science instruction. However, your school and classroom library collections are likely filled with other high-quality trade books not on these lists. These books are hiding in plain sight, just waiting to enrich your science teaching. Yet, deciding the best way to integrate these books in inquiry lessons can also be challenging. Using the right book in the wrong place in a lesson can prematurely shut down discussions, rob students of opportunities to make sense of their own observations, or reinforce common misconceptions. The 5E Instructional Model (Bybee 2014) structures and supports hands-on scientific inquiry across five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Considering this, we have uncovered parallel trade book features that can help you decide in which phase to use your favorite trade books (Table 1). In this article, we briefly review each phase of the 5E Instructional Model and explain how we select trade books and align literacy strategies to enhance each phase. In addition, we highlight some of our favorite books for each phase (Table 2, p. 82). You may notice that the lexile reading levels for a book may not always match the grade level of the Next Generation Science Standards (NGSS Lead States 2013) that we suggest for that book. Because many of these books are intended to be read aloud to the whole class, it is acceptable for the lexile reading levels to be higher than the grade level. Read-alouds encourage students to think about and beyond the text. Similarly, the illustrations, problems, and patterns within books that have lower lexile reading levels can often be used with older students to deepen their understanding of science concepts. The focus here is not to teach students how to read with these books but rather to use these books to help teach science concepts. However, “reading to teach” in science can support “teaching to read” in English language arts, as many aspects of scientific practice parallel metacognitive reading strategies, including making observations, predicting, inferring, comparing and contrasting, classifying, summarizing data, and recognizing cause-andeffect relationships (Fountas and Pinnell 2006; NGSS Lead States 2013).","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77568354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking and Re-viewing Data","authors":"M. Bigold, Marie‐Louise Coolahan, Betty A. Schellenberg","doi":"10.1353/hlq.2021.0017","DOIUrl":"https://doi.org/10.1353/hlq.2021.0017","url":null,"abstract":"• The three projects we describe here seek to expand the ways in which we understand women’s relationships with texts by theorizing and applying robust methodologies to the study of early modern women’s book ownership, eighteenthcentury women’s libraries, and women’s compilation of manuscript verse miscellanies. This work challenges assumptions and biases in book history—in particular, the perceived absence of evidence in terms of both the texts themselves and the textual and intellectual labor involved in their production. One of the most exciting aspects of women’s book history is the variety and scope of “new” source materials hiding in plain sight in libraries and archives around the world. Although many of these items remain inaccessible to scholars for various practical reasons (location, time, and funds are always factors), often the primary barrier is conceptual: the simple perception of a lack of evidence. In fact, we have found plenty of material when searching for women-created manuscript verse miscellanies and the records of women’s libraries and book ownership. The sheer numbers of manuscript or textual witnesses involved have, however, made it difficult to assess and analyze the material. We have all struggled with the problem of genre, because of both the lack of defining conceptual parameters and the idiosyncrasies of surviving witnesses. Each of our studies aims, therefore, to make some of these “new” forms of contemporary evidence accessible to more systematic study and interpretation. Such data-driven work has the potential to transform histories of reading. Like many of our colleagues in this special issue, we believe that careful framing and processing of the quantitative data is a necessary groundwork for qualitative analyses. This calls for preliminary theorizing and categorizing. We have found ourselves","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87145816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Environments of Frankenstein","authors":"Jerrold E. Hogle","doi":"10.1353/hlq.2020.0031","DOIUrl":"https://doi.org/10.1353/hlq.2020.0031","url":null,"abstract":"abstract:This prolegomenon to a collection of eleven essays provides a setting for them all by explaining the ongoing significance of Mary Shelley’s original Frankenstein two hundred years after it was first published; the theme of multiple “environments” that imbues Frankenstein and its offshoots and that is common to all these essays; the novel’s emergence from a generic environment of fiction (the Gothic) that established itself in the 1760s and continues to this day; the history of interpretations of Frankenstein generated by the various theoretical environments in which it has been analyzed; and how all of the following essays, including the particular environments of Frankenstein they treat, both advance that history and fit into the overall scheme of this special issue.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80825301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wild Minds: Frankenstein, Animality, and Romantic Brain Science","authors":"A. Richardson","doi":"10.1353/hlq.2020.0037","DOIUrl":"https://doi.org/10.1353/hlq.2020.0037","url":null,"abstract":"abstract:Only recently, with the rise of critical animal studies, have readings of Mary Shelley’s Frankenstein begun to do full justice to the hybrid nature of Frankenstein’s Creature, constructed (as Victor tells us) from materials found in the “slaughter-house” as well as the “dissecting room.” Yet even animal-studies scholars view the Creature’s brain as “human,” in the absence of any supporting evidence from Shelley’s text. Here, Alan Richardson traces the Creature’s horrific effect to dual anxieties that came to ferment during the early nineteenth century, both of them amply documented in the brain science of Shelley’s era and in published reactions to it. First, the line between human and animal was becoming notably porous, in natural history, in comparative anatomy and physiology, and even in such areas as the controversy over vaccination. Second, a new discourse of instinctive and innate mental tendencies had come to compete with both creationist and tabula rasa accounts of the human mind—a development that further eroded the border between human and animal. Frankenstein’s Creature, a literally monstrous hybrid, both embodies these anxieties and exaggerates them, as a fully material and yet rational humanoid entity with body parts, and perhaps neural organs and instincts, traceable to animals.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90360212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mary Shelley’s Frankenstein and Genetic Engineering","authors":"A. Mellor","doi":"10.1353/hlq.2020.0029","DOIUrl":"https://doi.org/10.1353/hlq.2020.0029","url":null,"abstract":"abstract:Looking back over the essays in this collection, as well as the two-hundred-plus years since Frankenstein was conceived and published, this postscript asks us to recall that Mary Shelley’s own life experiences, especially childbirth, were sources for her story, even as it incorporated many other ingredients from her milieu. And today, the possibilities for creating artificial life that Frankenstein reflects on and prefigures so vividly are echoed directly in much bioscience. Shelley’s tale haunts our minds when we learn of the development of the Non-Invasive Prenatal Diagnosis, which can genetically scan a pregnant woman’s blood to make detailed predictions about her fetus, and especially CRISPR technology, which could be used to edit the genes of a human embryo. More than Victor Frankenstein did with his creation, we must take responsibility for both the intended and the unintended consequences of human germline engineering.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81711820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving Parts: Frankenstein, Biotechnology, and Mobility","authors":"Alan Bewell","doi":"10.1353/hlq.2020.0034","DOIUrl":"https://doi.org/10.1353/hlq.2020.0034","url":null,"abstract":"abstract:The goal of this essay is to read Mary Shelley’s Frankenstein as a “bioethical” novel that draws upon several Romantic-era discourses that powerfully combined medical environmentalism, ecology, and political reform to criticize the “biotechnology” of her era. In her novel, Mary Shelley engages in a critique of the selective breeding that farmers of her era used to create new biological beings, as Victor Frankenstein does, by building on the role that new breeds of livestock played in the industrialization of late eighteenth-century British agriculture and the greater consumption of animal food in England. At the same time, Frankenstein also points up the problematic links between such breeding schemes and two other factors of the same period: the greater mobility of peoples and animals made viable by wide-ranging, seagoing trade, and the multiplicity of different-colored races made more apparent by how this mobility enabled the possibility of more human, as well as animal, crossbreeding.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/hlq.2020.0034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72399225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Et Tu, Victor? Interrogating the Master’s Responsibility to—and Betrayal of—the Slave in Frankenstein","authors":"Maisha L. Wester","doi":"10.1353/hlq.2020.0035","DOIUrl":"https://doi.org/10.1353/hlq.2020.0035","url":null,"abstract":"abstract:A white, wealthy, educated male, Victor Frankenstein spends a good portion of Mary Shelley’s novel complaining about being a slave to his Creature. Victor’s laments draw attention to Frankenstein’s engagement with debates about race, slavery, and abolition. The novel seems to ask what a slave is and thereby challenges notions about racial difference and the ideals of cultural/intellectual superiority that support enslaving populations. Foundational studies by H. L. Malchow and others on race in Frankenstein have defined the views of Shelley’s father, William Godwin, as well as the pervasive ideas of the era, to clarify the ways in which the Creature is racially coded to align with stereotypes about Blacks in particular. Using these studies as a starting point, Maisha Wester specifically examines the ways in which Shelley’s text engages the anxieties born out of slave insurrections and Britain’s abolition of the slave trade. To this end, she explores Shelley’s depiction of the turbulence in British society arising from these issues, showing how the Creature’s attacks metaphorize the insurrections that disturbed the era’s notions of racial difference. Ultimately, her essay explains how Victor is, indeed, a “slave”—as are many others like him.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80909214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frankenstein and the Sciences of Self-Regulation","authors":"Robert Mitchell","doi":"10.1353/hlq.2020.0036","DOIUrl":"https://doi.org/10.1353/hlq.2020.0036","url":null,"abstract":"abstract:This essay argues that Romantic-era concepts of regulation help us to understand both how and why Mary Shelley’s Frankenstein provided a critical commentary on the sciences and political theories of its time and why the novel has continued to serve as a cultural touchpoint for understanding the implications of new technologies (for example, genetic engineering). Concepts of regulation appear at key points in Frankenstein, including in Robert Walton’s hopes that his trip to the North Pole will result in a scientific discovery about magnetism that can “regulate a thousand celestial observations” and in his and Victor Frankenstein’s reflections on the relationship between their education and their identities. Concepts of regulation were also central for many eighteenth-century and Romantic-era natural scientists, philosophers, political economists, and political theorists (including Antoine Lavoisier, Immanuel Kant, Mary Wollstonecraft, and William Godwin), and they were paramount to the development of “liberal” economic theory, which aimed to use the science of political economy to limit the power of the state. Robert Mitchell argues that Frankenstein takes up these concepts of regulation in order to critique this linkage of liberalism and the sciences, with the end of encouraging its readers to reimagine the components of liberalism in more equitable forms.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78723410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Volcano That Spawned a Monster: Frankenstein and Climate Change","authors":"G. D. Wood","doi":"10.1353/hlq.2020.0033","DOIUrl":"https://doi.org/10.1353/hlq.2020.0033","url":null,"abstract":"abstract:The volcanic period of 1816–18 is the most recent and vivid case study we have for worldwide climate catastrophe, evident from archival and geological records of sustained extreme weather, including drought, floods, storms, and crop-killing temperature decline. The signature literary expression of this historic climate crisis occurred in Switzerland, where teenage Mary Shelley wrote Frankenstein in the midst of the disastrous “Year without a Summer,” 1816, a season of floods and food riots caused by the eruption of Mount Tambora thousands of miles away. This essay, combining climate science with historical and literary sources, reexamines the literary legend of that direful, stormy summer, which Mary Shelley spent on the shores of Lake Geneva with the poets Percy Shelley and Lord Byron, with a new and original emphasis on its climatic context. The writers huddled indoors and wrote ghost stories, while the cataclysmic weather and humanitarian emergency unfolding around them weaved its way into Mary Shelley’s imagining of a tragic monster brought to life.","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79360787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Important Recent Scholarship on Frankenstein: A Bibliography of the Last Decade","authors":"Jerrold E. Hogle","doi":"10.1353/hlq.2020.0030","DOIUrl":"https://doi.org/10.1353/hlq.2020.0030","url":null,"abstract":"","PeriodicalId":45445,"journal":{"name":"HUNTINGTON LIBRARY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75026388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}