New books recently published by members of the University of Nebraska-Lincoln’s campus community include “Talking about Global Migration: Implications for Language Teaching” by Theresa Catalano, “Toward a Framework of Resources for Learning to Teach: Rethinking U.S. Teacher Preparation” by Lauren Gatti, “Guidebook for the Sharing Cycle of Science Learning: A Method to Connect Tribal College Science Lab Courses to Community Topics” by Mark Griep and “I Am a Man: Chief Standing Bear’s Journey for Justice” audiobook by Joe Starita.

Talking about Global Migration: Implications for Language Teaching, by Theresa Catalano, assistant professor in the Department of Teaching, Learning and Teacher Education (Multilingual Matters, 240 pages, May 2016) — Catalano’s book explores the stories of over 70 migrants from 41 countries around the world and examines the language they use when talking about their move to a new country and their experiences there. The book interprets common themes from the stories using metaphor and metonymy analysis to lead to more nuanced understandings of migration that have implications for language teachers.

Toward a Framework of Resources for Learning to Teach: Rethinking U.S. Teacher Preparation, by Lauren Gatti, assistant professor in the Department of Teaching, Learning and Teacher Education, (Palgrave Macmillan US, 197 pages, 2016) — Gatti’s publication advances a new framework for learning to teach, using in-depth case studies to show how learning to teach—in any type of program—can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. The author argues that novice teachers and teacher educators must understand the central conflicts in the field. However, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways—a university-based program and an urban teacher residency—learn to teach within a policy context of high-stakes testing and “college readiness.”

Guidebook for the Sharing Cycle of Science Learning: A Method to Connect Tribal College Science Lab Courses to Community Topics, by Mark Griep, associate professor of chemistry (CreateSpace Independent Publishing Platform, 52 pages, February 2016) —Griep’s publication lays out the steps that any college can take to strengthen student understanding about the roles that science plays in their community. The Sharing Cycle of Science Learning is a way to increase enrollment in tribal college science courses by showing students how the measurements they make in the lab relate to topics of interest to their community. Each laboratory session begins with a brief discussion about the ways in which that week’s measurements relate to the land, water, air, energy or natural resources in the students’ community and then the student analyzes relevant local materials.

I Am a Man: Chief Standing Bear’s Journey for Justice, by Joe Starita, professor of journalism and mass communications, (St. Martin’s Press, 280 pages, January 2010) — Originally published in 2010, Starita’s award-winning publication is now available for purchase on audiobook. Read by Armando Durán, the book chronicles what happened when Standing Bear set off on a 600 mile walk to return the body of his only son to the Ponca tribe’s traditional burial ground. Along the way, it examines the complex relationship between the United States government and the small tribe and the legal consequences of land swaps and broken treaties.

This regular UNL Today column features information about the recent publications of UNL faculty, staff and students. For more information about each publication, click the link within the related book. The campus community can submit recent publication news to tfedderson@unl.edu or call 402-472-8515.