Tourism, Public Transport and Sustainable Mobility

17 February 2017

This month we are publishing Tourism, Public Transport and Sustainable Mobility edited by C. Michael Hall, Diem-Trinh Le-Klähn and Yael Ram. In this post, Michael discusses the under-researched relationship between tourism and public transport and the many positives to be found in tourist use of public transport.

Tourism, Public Transport and Sustainable MobilityPublic transport is something that has become a major focus for many cities and regions in recent years. For cities, this is often connected to the need to cut traffic congestion and reduce air pollution and greenhouse gas emissions in order to meet climate change goals. For regions, especially in rural and peripheral areas, public transport is about connectivity and access, and ensuring that people who live in such places have links to shopping, services and schools. Yet tourism is hardly mentioned in any of the usual public transport literature.

In many ways this is really surprising given how visitors and tourists are often substantial users of public transport services. For example, Diem’s research in Munich, which we discuss in the book, suggested that 78.5% of tourists used public transport. In London, the figures are even more impressive, with Transport for London suggesting that 93% of inbound tourists to London use public transport. Of course, in the case of London, the underground and double-decker buses are potentially an attraction in themselves, though this is something shared with many other destinations, for example, ferries in Stockholm, trams in Melbourne and street cars in San Francisco. If you include active transport, you could also now add cycling in Copenhagen or walking the High Line in New York. However, one of the great challenges is that this data is often not collected. Public transport agencies only tend to collect from residents, while many destination management organisations don’t collect data on the type of transport that visitors use, especially once they have actually arrived at a destination.

Nevertheless, a number of cities and destinations are now starting to see great advantage in encouraging visitors to use public transport, as they do permanent residents, in order to reduce traffic congestion. For example, some Swiss cities provide free bus access for hotel guests and for airport transfer. However, there are other benefits as well; tourists get to have a more direct experience with local people and the place they are visiting, which can improve the quality of the destination experience and increase likelihood of return visitation. For many public transport systems though, there is also recognition that tourists are helping to support the maintenance of the system to the benefit of locals. In the case of some ferry services to some of the islands in Finland and Scotland, tourists are clearly important users of the system, especially in summer, and the public transport services are therefore helping to get the tourist to spend out of the main centres in such situations, while also showing tourists more of the country. There are also many benefits for a tourist in not having to drive, as they are able to see more of a destination and not have to contend with unfamiliar road signs and roads.

Given that tourists are not usually seen as a significant market by public transport companies, there clearly remains a number of challenges in encouraging tourists to use public transport in many situations. As we discuss in the book, foremost among these is high quality and up-to-date information that is easily accessible. Ideally this should also be available in languages other than that of the destination and/or be accessible by a translation service. Cost is also significant and this is not just the direct economic cost of using the service but also ease of use, travel times and the extent to which different modes of transport are coordinated so as to make connections easy.

Overall we found that tourist use of public transport at destinations can have many positives, particularly with respect to developing more sustainable cities and contributing generally to reductions in emissions from transport use. However, the real challenge is to try and encourage more tourists to use public transport for longer distance travel. In some cases this is harder for structural and design reasons, i.e. the services just don’t exist or there’s no or insufficient capacity for carrying luggage, but in some parts of the world this is beginning to change. For example, in Europe and China we are seeing the development of new high speed rail routes and in the United States and Australia these possibilities are increasingly being discussed as a focal point of economic development and as a means of reducing both air and car congestion along major routes. In addition, some countries are developing long-distance cycleways as a means of encouraging long-distance active transport.

In terms of the future we are undoubtedly going to continue to see more focus on public transport as a core part of the sustainable mobility mix, and we think public transport, economic development and destination agencies are increasingly recognising that they can work together to encourage and promote tourism. However, as well as ongoing concerns over climate change, congestion and tourist support for public services, we see the other big issue as the growth in autonomous vehicles. This is going to have enormous impacts in the future on employment in the tourist transport sector and visitor experiences, as well as on public transport provision. Uber, for example, has major interests in autonomous cars and that, combined with their disruptive impact on taxi services and public transport, is going to create a whole new set of challenges. And we can imagine that if we are doing a new edition of the book in five years’ time, rather than consider autonomous public transport at the end of the book in the futures section, we will probably have to have a separate chapter allocated to it because it will be happening now!

Tourism and TransportFor more information about this book, please see our website. If you found this interesting, you might also like Tourism and Transport by David Timothy Duval.


Tourism and Memories of Home

7 February 2017

This month we’re publishing Tourism and Memories of Home edited by Sabine Marschall. In this post, Sabine explains the inspiration behind the book and discusses the phenomenon of tourism in search of memories of home.

Tourism and Memories of HomeA few years ago, I asked my father to record his childhood memories about World War II and the family’s expulsion and flight. As a child, I witnessed my grandparents’ nostalgia; granny would always start crying when she talked about the lost home. Their longing to see the old home one more time remained unfulfilled, but as a young student, I undertook that return visit on their behalf, carefully documenting every move. The journey became one of the most memorable of my life.

Perhaps it is due to aging that I have recently become more interested in family history and reflections on my own past, including my experiences of migration and travel, my memories and sense of home. When I began to explore these issues academically, employing self-reflexivity and auto-ethnography, I was surprised to find how strongly these experiences seemed to resonate with others. Individuals from different countries and various walks of life approached me at conferences and social gatherings to share their story. I began to see patterns and realized the wider significance of these return visits home.

Globally, many people have lost their home or homeland due to warfare, political conflict or disaster; memories of the traumatic loss and the desire to return remain an important part of their identity, often passed on to their children and shaping the historical consciousness of future generations. Those who moved voluntarily visit friends and family back home; their descendants travel in pursuit of family history and search for roots; diasporic communities tour real and imagined ancestral homelands in a quest for identity and a sense of belonging; others stage homecomings and recreate homeland culture in substitute locations. Ultimately, memories of home generate a lot of travel the world over, from short local trips to long international journeys combined with other activities. Most people do not think of such journeys as tourism and many emphatically reject that label. Yet the sustained flow of such travelers has prompted tourism authorities, tour operators and academic scholars to describe, investigate and analyze these mobility patterns as distinct and significant, classifying them as ‘diasporic roots tourism’, ‘ethnic homecoming’, ‘homesick tourism’ (Heimwehtourismus), Visiting Friends and Relatives (VFR) tourism, ‘personal heritage tourism’, ‘dark tourism’ and a host of related terms.

Foregrounding the role of memory, this book brings together contributors from different countries whose ethnographic case studies explore tourism in search of memories of home in a large spread of geographical and societal contexts past and present.

Tourism and the Power of OthernessTourism and SouvenirsFor more information about the book, please see our website. If you found this post interesting, you might also like Tourism and the Power of Otherness edited by David Picard and Michael A. Di Giovine and Tourism and Souvenirs edited by Jenny Cave, Lee Jolliffe and Tom Baum.

 


Commercial Nationalism and Tourism

2 February 2017

Last month we published Commercial Nationalism and Tourism: Selling the National Story edited by Leanne White. In this post, Leanne gives us an overview of the book.

Commercial Nationalism and TourismCommercial Nationalism and Tourism essentially reveals how particular narratives are woven to tell (and sell) a national story. By deconstructing images of the nation, the book demonstrates how national texts (such as advertising, brochures and websites) help create key archival imagery that can promote tourism and events while also shaping national identity. I’ve been interested in this topic for about 30 years, so it’s great to finally edit this volume. I am really hoping that readers will be both energised and engaged by the diverse international cases that examine commercial nationalism and how this phenomenon connects with either tourism or events.

As editor of this collaborative international body of work, I am thrilled that from the tremendous collegial work of scholars around the globe, we have produced a volume that advances the academic debate surrounding commercial nationalism and tourism. All 26 contributors have combined an applied approach with solid academic and critical analysis. I would like to thank them all, as they made this book possible. They have been wonderful to work with and always highly cooperative.

This book is timely as the highly complex relationship between commerce and the nation has attracted the interest of scholars in recent years. Commercial Nationalism and Tourism aims to demystify the various ways in which the nation is imagined by key organisers and organisations and communicated to billions around the world. While the book is aimed principally at the academic market, it also provides interesting reading to anyone who has been a tourist or attended a major event in an increasingly commercial world!

I would like to thank Channel View and the wider production team involved in seeing this book come to fruition. A special thank you must go to Commissioning Editor, Elinor Robertson, and Production Manager, Sarah Williams.

Tourism and National IdentityIf you found this interesting, you might also like Tourism and National Identity by Kalyan Bhandari. 


Heritage Tourism in China

27 January 2017

This month we published Heritage Tourism in China by Hongliang Yan. In this post, the author discusses some of the heritage sites covered in his book and the stories behind them.

Heritage Tourism in ChinaAs one of the world’s earliest civilisations, history has left much heritage for China. It is not merely the representation of the country’s past but also an important resource which supports the development of China’s tourism industry today. Heritage Tourism in China looks at the relationships between heritage and tourism in contemporary China. It uses heritage to examine the social changes of China and how history and heritage were interpreted, planned and promoted for tourist consumption.

Because of the characteristics of Chinese governance, heritage tourism planning and management are largely decided by the public sector. In recent years, with the implementation of “Economic Reform and Open Door” policies, stakeholders from other sectors have increasingly been playing some more important roles in heritage tourism. This book examines the issues from the viewpoints of policymakers and other influential stakeholders at local, regional and national levels who had interests in heritage tourism.

To help the reader to understand the link between heritage and the key issues discussed in the book, four historically important heritage sites were discussed in detail on the issues around their management, planning, interpretation and promotion for tourism, which also provides the key link between the global context of tourism and notions of modernity, identity and sustainability.

Among these sites, the Confucius temple, mansion and family cemetery in Qufu (UNESCO World Heritage Site) were selected for examination as they have embodied the core values of traditional Chinese culture and philosophy: Confucianism. Their preservation, management and also the evolution of the Confucius cult ceremony well reflected the relations between tradition and modernity in contemporary China.

Another example, Mount Tai, China’s first UNESCO World Heritage Site was also examined in the book because of its outstanding combination of beautiful natural landscape and cultural impacts and being regarded as a sacred mountain in China. The preservation and development of the site provide a good example of the governance of protected areas and the challenges to sustainability.

The heritage sites discussed in this book are symbols of Chinese civilisations and beliefs. An important focus of the discussion in this book is on how they are affected by alterations in people’s values and beliefs in China over recent decades. The book develops and applies a broad framework to assess the relationships between the planning, development and representation of heritage sites for tourist consumption and the notions of modernity, identity and sustainable development in contemporary China.

For more information about this book, please see our website. You might also be interested in Tourism in China, Tourism Research in China and Industrial Heritage Tourism.


What Will You Do With the Rest of Your Life? Consider Working With English Learners!

22 December 2016

This month we published Sarah J. Shin’s book English Language Teaching as a Second Career which is the first book in our new series CAL Series on Language EducationIn this post, Sarah discusses the experiences of people who embark upon a new career as an English teacher later in life.

English Language Teaching as a Second CareerConsider the following statistics: A 45-year-old American woman who remains free of heart disease and cancer can expect to see her 92nd birthday; a 45-year-old man in similar condition, his 88th birthday. This means that today’s 45-year-olds who maintain reasonably good health can look forward to living another half of their lives. Throughout much of human history, 40 was regarded as a fairly ripe old age. But with extraordinary advances in biomedicine in the last century, longevity has become a global reality.

As a result of dramatically increased life expectancy, a new developmental stage has emerged in the life cycle. The period between the end of young adulthood and the onset of true old age can easily cover a span of four or five decades.

An important consequence of increased life expectancy is that people need to be able to support themselves financially for more years. A 62-year-old person today could easily require 30+ years of retirement income. This motivates people to work beyond the traditional retirement age of 65. Four out of five baby boomers expect to work well into what used to be known as the retirement years.

What distinguishes this new generation of adults in terms of work is that they are moving beyond midlife careers in search of a calling in the second half of life. They focus on what matters most and are no longer satisfied to work simply to bring home the paycheck. They look for deeper meaning in what they do and are more interested in having an impact on the world around them. Driven by a sense of ‘If not now, when?’, they are able to break away from their former limitations and break new ground on the kind of work they choose to do.

As an English as a second language (ESL) teacher educator at a university, I interact with a growing number of people in their forties, fifties and sixties, who find satisfaction in helping students learn English. Many are actively involved in tutoring and volunteer work with literacy organizations in their communities, where they interact with immigrants and refugees from around the world. These individuals are moving beyond midlife careers in search of a calling in the second half of life, and many consider teaching to be that calling.

In my book, English Language Teaching as a Second Career, I explore what is on the minds of these adults, what they are looking for in their work with English learners and what their experiences are like as they return to school to be trained for a career in education alongside folks in their twenties and thirties. I provide portraits of these individuals as they develop as teachers and describe the processes they go through to launch their teaching careers, and the evolving significance of their work in their overall life goals and achievements.

With longevity a new global reality, the trend we see today of adults returning to school to be trained for a different career will continue in the coming years. The question is how will we create a shared vision for lifelong learning that helps individuals to experiment with new ideas and different types of work, regardless of where they are in the life cycle?

Sarah J. Shin, University of Maryland Baltimore County

For more information about this book, please see our website. You might also be interested in the recent interview with the editors of the CAL Series on Language Education on our blog.


Engaging Superdiversity? Yes, Very Engaging.

16 December 2016

This month we published Engaging Superdiversity edited by Karel Arnaut, Martha Sif Karrebæk, Massimiliano Spotti and Jan Blommaert. In this post, Jan explains more about the background to the book.

Engaging SuperdiversityAs all of us know, there is a tremendous pressure in the academic system at present to operate as an individual in a competitive ‘market’ of science focused on deliverables – or more precisely, a market of money for science and other more symbolic and status-related perks. All of these elements – individualism, competition and result-driven orientation – are fundamentally unscientific, and render our lives as science workers increasingly less interesting. Science is a collective endeavor characterised by solidarity and focused on processes of knowledge construction. Why else do we need references at the end of our publications, than to illustrate how we have learned from others in a perpetual process of critical and productive dialogue?

This critical reflex was the motive, almost a decade ago, for a small team of scholars to join forces in a consortium called InCoLaS (International Consortium on Language and Superdiversity) – a ‘dream team’ of people who decided to care and share, to explore domains only superficially touched by inquiry, mobilising each other’s resources in the process,  and to do all this without a pre-set target or road map. After all, exploration is not the same as driving in a limo on a highway with the GPS on: by definition, you don’t know where it will take you. There is no ‘draft proposal’; there are ideas.

This mode of collaboration turned out to be immensely ‘profitable’, to use the terms of the market. Several high-profile publications emerged, and our buzzword ‘superdiversity’ has become a modest celebrity in its own right, attracting what must be seen as the ultimate intellectual compliment: controversy. There are ‘believers’ and ‘non-believers’, and both camps have had, over the past years, sometimes heated debates over the value of the word ‘superdiversity’.

We ourselves don’t really care about that word. Sometimes one needs a new word simply to examine the validity of the older ones – the word is then just a sort of stimulus to shed some of the attributes and frames inscribed in the older ones; and it is not the word that is central, but the ideas it points to and the data it can help explain. Whether research is convincing or not rarely depends on which words are used to write it down; usually it depends on the quality of analysis and argument.

Engaging Superdiversity offers another set of studies on language and superdiversity, drawn from one of the key features of our collective mode of work: team workshops in which we listen to and discuss the work of our team members – senior as well as more junior researchers – and insert their results in the collective explorative process described earlier. In these workshops, all of us are ‘free’ – free to come up with unfinished ideas, unsolved problems, struggles with complex data. The joint work of critical dialogue, usually, results in products that are, to say the least, engaging.

This collection of essays, more than any other publication so far, gives people a sense of the ambience in InCoLaS activities. It covers the terrains we find important – inequality, the online-offline nexus, power – and expands the theoretical and methodological framing of the process of exploration. There is a very large number of new things in this book (for the benefit of the “non-believers” who question what is so new about superdiversity), and some of the chapters will, I believe, have considerable impact in the field.

I joined the editorial team rather late in the game, and my gaze is thus, perhaps, a bit more that of a detached spectator than Karel’s, Martha’s and Max’s. So let me say this: When reviewing manuscripts for journals, book proposals, or even student’s essays, I always make a distinction between work that is good and work that is interesting. Most work I see is good, in the sense that there is nothing wrong with it, other than that I would never read it: it’s not interesting. Engaging Superdiversity is good and interesting – extraordinarily so – and I am proud to see it in print.

Jan Blommaert

Ethnography, Superdiversity and Linguistic LandscapesFor more information about the book, please see our website. You might also be interested in Jan’s previous book Ethnography, Superdiversity and Linguistic Landscapes.


The Difficulty of Defining the ‘Asian Context’

22 November 2016

This month we are publishing L2 Selves and Motivations in Asian Contexts edited by Matthew T. Apple, Dexter Da Silva and Terry Fellner. The book explores current motivational theories and models in Asian educational contexts. However, as the editors explain in this blog post, what exactly is meant by ‘Asia’ and ‘Asian context’ was extremely difficult to define.

L2 Selves and Motivations in Asian ContextsAfter our success editing our previous book Language Learning Motivation in Japan (2013), we were convinced that it would be a worthy goal to expand from one cultural context to another, or to several. Given the number of language motivation researchers in Asian countries who had expressed interest, we began to work with language teachers across Asia to compile an edited volume initially titled Language Learning Motivation in Asia. Yet even from the start, we found it difficult to determine precisely what we meant by ‘Asia’. Was this book about South Asia? East Asia? Southeast Asia? Were countries and cultures in those regions similar or different? Did they have anything in common other than places in which people learned second languages?

It became apparent to us that in a sense the title of our edited volume was a kind of oxymoron. As we write in the book’s opening introductory chapter, Asia is a geographic region, not a single culture or country. Saying the ‘Asian context’ would be just as nonsensical as the ‘European context’ or the ‘North American context’. Even adding an ‘s’ to make the plural ‘Asian contexts’ still did not entirely solve the uncomfortable feeling that we were in danger of characterizing all cultures represented in the volume as a single, monolithic entity. Despite this, the ideas, concepts, arguments, and data used by researchers in various countries across the Asian continent did seem to have one aspect of language learning in common; namely, English was a dominant, in some cases the only, second language taught as a required subject yet not used in daily life. Because of this commonality, the models and concepts currently in use by language motivation researchers did not quite fit the learners in these contexts.

Our previous volume featured many studies that relied on the idea of ‘possible selves’, and we had already seen some signs that that theory and other motivational theories might either have limited applicability to cultures in Asia or have led to confusing and conflicting interpretations. While each of the studies in the book was conducted in isolation by separate researchers, the results collectively support our suspicions that existing theories of language motivation, including theories regarding the ‘L2 self’, were not adequate enough to explain motivation. In nearly every context in the studies in this volume, English is viewed either as necessary for examinations for school admission or for job hiring or as something ‘useful’ for travel overseas. The exoticization of ‘native speakers’ of English and ‘othering’ of users of foreign languages by learners in certain Asian contexts could also be seen as a means of cultural or personal identity defense, and yet in other Asian contexts learning English is a monetary, cultural, and political means of rising in society. Even within one country the learning contexts, and therefore motivations, vary.

In the end, we may raise more questions than we can answer, but given the increasingly complicated and interrelated world in which we all live, Asian or otherwise, we believe this volume of edited studies provides a great starting point for expanding and creating new types of language motivation theories.

Language Learning Motivation in JapanFor more information about this book, please see our website. You might also be interested in the editors’ previous volume Language Learning Motivation in Japan.


The Debate on Brexit and the Potential Impact on Academic Publishing

1 November 2016

Alongside the meetings and stalls at the Frankfurt Book Fair, which Tommi and I attended last week, there were also talks and discussions on topics of general interest to publishers. One that caught our eye on the Publishing Perspectives stage was entitled “Debate on Brexit and the Potential Impact on Academic Publishing” and I went along to hear the discussion. The panel comprised Richard Fisher, an academic policy correspondent, Richard Mollet from the RELX group and Andy Robinson from the publisher Wiley.

The general feeling among academic publishers is that the UK’s vote to leave the European Union is troubling and of great concern so the panel began with the discussants being asked if it is all doom and gloom as we suspect, or if there are in fact some silver linings to the situation. The panellists managed to come up with 4 positives, such as the short term currency gains which publishers with high exports are enjoying, potential beneficial changes in VAT laws, a renewed focus on emerging markets and UK research possibly being able to reposition and rebuild itself – particularly in some areas of science research, such as clinical trials, where the UK’s formerly strong output has fallen apart. We were also reminded that there were pockets of support for Brexit among some UK academics and that we need to respond to and work for the 52% who voted for the UK to leave the EU.

The panel on the Publishing Perspectives stage

The panel on the Publishing Perspectives stage

The above positives aside, the discussants identified several major concerns of Brexit for the publishing industry which were grouped into 3 main areas: people, funding and regulations.

The UK publishing workforce has a higher than national average percentage of workers from abroad and we do not know what the implications of Brexit will be for employment. The same goes for researchers at UK institutions and EU students, who bring growth for our economy as well as numerous other societal benefits. The panel mentioned anecdotal evidence of academics now refusing positions at UK universities and UK academics being taken off grant applications or side-lined within existing projects. Furthermore, the UK will now be relegated to the position of an observer rather than a participant on discussions around matters such as Open Access in academia.

Regarding the concern of funding, the panel felt that the sector needs to make a clear case to the government for research funding to be maintained and provided, especially as the terms of Brexit are negotiated and we are in a state of flux. Universities shouldn’t resort to pleading and requesting a special case, but rather they need to stress to the government the importance of the industry to our society and economy.

Finally, on the topic of regulation, the conversation moved to areas such as copyright law, data protection and medical trials, all of which are currently governed to some extent by EU law but which need not be in the future. We were reminded that the UK has traditionally had a good research reputation but, where Britain now goes the world won’t follow. Our decreased voice on topics of international concern is troubling.

The session was wrapped up with an optimistic view that British publishing is international in scope and outlook and that that is unlikely to change, especially in the humanities where relations are as much transatlantic and global as they are European. Brexit will no doubt have an impact on the industry but perhaps not as much as other concerns of 21st century publishing, such as mass piracy and green open access, but those are topics for discussion another time!

Laura


The Complexities of Arizona’s Restrictive Language Policies

5 October 2016

Later this month we are publishing Amy Heineke’s book Restrictive Language Policy in Practice which explores the complexities and intricacies of Arizona’s language policy in practice. In this post, Amy discusses the impact of these policies on English Language Learners.

Restrictive Language Policy in PracticeThink back to your experiences as a young person in school. What did you enjoy? With whom did you spend time? What challenges did you face? What pushed and prompted you to develop as an individual? How did those experiences influence who you are today?

Now consider this reality. After starting school, you are given a language proficiency test. Based on your score, you are placed in a separate classroom apart from your friends. While they read novels and conduct science experiments, you learn the discrete skills of the English language: one hour of grammar, one hour of vocabulary, one hour of reading, 30 minutes of writing, and 30 minutes of conversation. You listen, speak, read, and write in another language, but the message is clear: English is the priority – learn it, and learn it fast.

This is the educational experience for tens of thousands of English learners (ELs) in the state of Arizona. After Proposition 203 nearly eradicated bilingual education in favor of English-medium instruction for ELs in 2000, state policymakers and administrators further restricted language policy with the shift to the English Language Development (ELD) model. Implemented in schools in 2008, the policy required that students labeled as ELs (based on standardized tests of language proficiency) be separated from English-proficient peers and placed in ELD classrooms for four hours of skill-based English instruction.

The statewide implementation of ELD policy in practice has yielded various challenges for local educators working in classrooms, schools, districts, and communities. Lacking rigorous preparation or pedagogical support, teachers must maneuver complex classrooms with learners from a multitude of cultural and linguistic backgrounds with various abilities, strengths, and needs. Due to this complexity, leaders struggle to staff ELD classrooms, often resulting in a revolving door of underprepared teachers. Students see themselves as being in the “stupid class,” as they fall behind their peers in math, science, and social studies in the push for English proficiency.

Whether a first-year teacher or an administrator with decades of experience, local educators struggle with how to ameliorate this complex situation. Policymakers and state administrators believe in the ELD model, and as such provide staunch compliance measures to ensure rigid implementation of instructional mandates. As local educators and other stakeholders encounter the on-the-ground repercussions in their daily work, they make decisions to maneuver policy in practice to effectively reach and teach ELs.

This book analyzes the complexities of restrictive language policy in practice. Conducted five years after the shift to ELD instruction, this qualitative study investigates how Arizona teachers, school and district leaders, university teacher educators, state administrators and legislators, and community leaders engage in daily practice to navigate the most restrictive language policy mandates in the United States. Overall, the book demonstrates that even in the most restrictive policy settings, educators and other stakeholders have the agency and ability to impact how policy plays out in practice and influence the education of ELs, so that all learners may one day fondly recall their schooling experiences.

Dr. Amy J. Heineke, Associate Professor of Education, Loyola University Chicago, School of Education
Email: aheineke@luc.edu
Twitter: @DrAJHeineke
Linkedin: amyheineke

arizona-booksIf you would like more information about this title, please contact Amy using the contact details above or see our website.

You might also be interested in a couple of our other titles: Language Policy Processes and Consequences edited by Sarah Catherine K. Moore and Implementing Educational Language Policy in Arizona edited by M. Beatriz Arias and Christian Faltis.


We’re Winners of an Award for Excellence!

21 September 2016
Elinor and Laura celebrating our achievement

Elinor and Laura celebrating our achievement

We are delighted to announce that we have recently been awarded with a BIC Product Data Excellence Award. This is a book publishing industry award that denotes how well we submit information about our books to the book trade. Publishers are scored both on how complete their data is and the timeliness of its delivery to the industry.

While it may not seem like the most exciting of awards, it is actually very important. With good information book buyers find it much easier to discover and order books, which makes their job quicker and results in more book sales and greater reach for our authors’ work. The data required is extensive and ranges from the very obvious, such as title and price, to information such as the exact weight of an individual book.

We have spent many of our spare moments and long afternoons over the past year manually entering the data for very old titles into our database (and even doing things such as weighing books from the archive!), while also ensuring that all new titles meet very tight data deadlines. It has been a long and arduous process, fuelled by lots of tea and biscuits, but we are very happy that 99.93% of our books now have complete records (the missing 0.07% are sadly so old we don’t even have a print copy in our office archive) and we always easily hit the 80% timeliness quota.

There are over 750 publishers in the UK, so to be one of only 29 with an Excellence Award, and to be in the same category as household names such as Penguin is very satisfying (you can see the full list of publishers with awards here). We may only be a small publisher but we are proud to be ranked for data as highly as many big publishers and even better than many others. Needless to say, our ambitions haven’t stopped with Excellence and we’re already in discussions about what we can do to be promoted to the Excellence Plus top category!


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