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Item The Monster at the End of This Book: Posthumanism and New Materialism in the Scholarship of Children’s Literature(Routledge, 2023) Musgrave, Megan L.; English, School of Liberal ArtsItem Newborn and infant hearing screening for early detection of hearing loss in Nairobi, Kenya(Makerere University, 2024) Ndegwa, Serah; Tucci, Debara; Lemons, James; Murila, Florence; Shepherd, Susan; Mwangi, Moses; Macharia, Isaac; Ayugi, John; English, School of Liberal ArtsBackground: Early detection of hearing loss and subsequent intervention leads to better speech, language and educational outcomes giving way to improved social economic prospects in adult life. This can be achieved through establishing newborn and infant hearing screening programs. Objective: To determine the prevalence of hearing loss in newborns and infants in Nairobi, Kenya. Methods: A cross-sectional pilot study was conducted at the National hospital and at a sub county hospital immunization clinic. A total of 9,963 babies aged 0-3 years, were enrolled in the hearing screening program through convenient sampling over a period of nine months. A case history was administered followed by Distortion Product Oto-acoustic emissions (DPOAEs) and automated auditory brainstem response (AABR) hearing screening. Results: The screening coverage rate was 98.6% (9963/10,104). The referral rate for the initial screen was 3.6% (356/ 9,963), the return rate for follow-up rescreening was 72% (258 babies out of 356) with a lost to follow-up rate of 28% (98/356). The referral rate of the second screen was 10% (26/258). All the 26 babies referred from the second screen returned for diagnostic hearing evaluation and were confirmed with hearing loss, yielding a prevalence of 3/1000. Conclusions: Establishing universal newborn and infant hearing screening programs is essential for early detection and intervention for hearing loss. Data management and efficient follow-up systems are an integral part of achieving diagnostic confirmation of hearing loss and early intervention.Item Structure and Engagement in Teacher-Student Chats in ESL Writing(2024) Ene, Estela; Upton, Thomas A.; English, School of Liberal ArtsTeacher-moderated online chats are a common option for conducting writing conferences with students. The efficacy of chat sessions is impacted by the expectations for and structure of these sessions. This corpus-based study used a move analysis to determine the purposes and organization of 129 chats between 3 experienced teachers and 106 students of primarily Chinese and Arabic origin in 9 freshman ESL writing courses. Chats occurred after a draft of an essay assignment had been returned with written teacher feedback in order to provide opportunities for students to receive individualized input. Findings show that chats are structured to serve three functions: opening and closing social moves (greetings, conversational pleasantries) meant to establish rapport; management moves that serve to structure and orient the chat; and instructional moves in which the teachers and students confer and additional feedback is provided. However, chats were not as effective at engaging participants as they could be due to a lack of intentionality and reciprocity. With prior research showing chats are a useful addition to other forms of teacher electronic feedback, we offer suggestions for improving the use of instructional chats in freshman ESL writing classes in order to better engage students.Item Introduction(Multilingual Matters, 2024) Ene, Estela; Gilliland, Betsy; Henderson Lee, Sarah; Saenkhum, Tanita; Seloni, LisyaItem Researching Feedback: Mixed-Methods Research(Wiley, 2024) Ene, Estela; English, School of Liberal ArtsMixed-methods research are sometimes used to explore feedback effectiveness, though not nearly as much as quantitative methods. Mixed methods help expand the array of topics and perspectives explored. Generalizability continues to be a weakness of mixed-methods research.Item Preparing EFL teachers to teach writing in Poland: The case of an English department(Multilingual Matters, 2024) Ene, Estela; Hryniuk, KatarinaItem Emotional and embodied relationality in writing center administration: Attending to institutional status, in-betweenness, and the (re)making of communit(Parlor Press, 2022) Hull, Kelin; Brooks-Gillies, Marilee; English, School of Liberal ArtsItem Listening Across: A Cultural Rhetorics Approach to Understanding Power Dynamics within a University Writing Center(University Writing Center at UT Austin, 2022) Brooks-Gillies, Marilee; Balaji, Varshini; Chan-Brose, K. C.; Hull, Kelin; English, School of Liberal ArtsIn this multivocal piece, we take a cultural rhetorics approach foregrounding story and lived experience as we investigate the internal power structures of our writing center. We share positionality stories from our different institutional and social identities to practice there-ness and constellate our stories to create what we call a listening across framework. Through listening across our stories, we sometimes find common ground and sometimes find ruptures that we cannot mend. We see listening across as a decolonial practice that interrogates and disrupts practices that reinforce colonial structures and ways of knowing.Item Reading, Writing, and Inquiry(Indiana University, 2023) Mahoney, Jennifer; Buchenot, AndyThis textbook is designed to help students: develop meaningful questions to engage in inquiry, develop strategies for reading rhetorically to understand and comprehend a variety of print/online texts, develop strategies for writing rhetorically to communicate with a variety of audiences for varying purposes, identify as writers who control their own processes for reading, writing, and inquiry. It is a guide that explains concepts like “reading rhetorically” and “synthesis.” It also provides activities that will help students do things like “contribute and use feedback” or “generate reflections.” The textbook argues that these concepts and activities will be useful writers in many situations.Item Embracing difficult conversations: Making antiracist and decolonial writing center programming visible(De Gruyter, 2022) Brooks-Gillies, Marilee