@inbook{38064,
  author       = {{Steigerwald, Jörn}},
  booktitle    = {{Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas.}},
  editor       = {{Schlieper, Hendrik and Tönnies, Merle}},
  publisher    = {{Harrassowitz}},
  title        = {{{ Haus-Komödien: Renaissancen des Lustspielsbei Ludovico Ariosto und William Shakespeare ("I Suppositi", "The Taming of the Shrew")}}},
  year         = {{2021}},
}

@inbook{40654,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Stilistik«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2021}},
}

@inbook{40657,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Abweichung«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2021}},
}

@inbook{40658,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»abweichen«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2021}},
}

@article{31680,
  author       = {{Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{Literature and Literary Theory, Linguistics and Language, Language and Linguistics, Education}},
  number       = {{vol. 12 issue 3}},
  pages        = {{493--529}},
  publisher    = {{ARLE (International Association for Research in L1 Education)}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@book{40920,
  editor       = {{Standke, Jan and Topalovic, Elvira}},
  issn         = {{0418-9426}},
  keywords     = {{General Earth and Planetary Sciences, General Environmental Science}},
  publisher    = {{Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen}},
  title        = {{{In Krisen erzählen – von Krisen erzählen. Sprachliche, literarische und mediale Dimensionen.}}},
  doi          = {{10.14220/mdge.2021.68.2.0}},
  volume       = {{68}},
  year         = {{2021}},
}

@book{37092,
  editor       = {{Plien, Christian and Topalovic, Elvira}},
  issn         = {{0418-9426}},
  keywords     = {{General Earth and Planetary Sciences, General Environmental Science}},
  publisher    = {{Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen}},
  title        = {{{Mehrdeutigkeiten}}},
  doi          = {{10.14220/mdge.2021.68.4.0}},
  volume       = {{68}},
  year         = {{2021}},
}

@article{37185,
  abstract     = {{<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}},
  issn         = {{2504-284X}},
  journal      = {{Frontiers in Education}},
  keywords     = {{Education}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}},
  doi          = {{10.3389/feduc.2020.569615}},
  volume       = {{5}},
  year         = {{2021}},
}

@article{37184,
  author       = {{Rohlfing, Katharina and Mertens, Ulrich}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{Progressive Reduction of Iconic Gestures Contributes to School-Aged Children’s Increased Word Production}}},
  doi          = {{10.3389/fpsyg.2021.651725}},
  year         = {{2021}},
}

@article{41940,
  author       = {{Lang, Susanne and Topalović, Elvira}},
  journal      = {{In: Praxis Deutschunterricht}},
  pages        = {{30--35}},
  title        = {{{Komplexe Wörter richtig schreiben. Wortanalyse als Rechtschreibstrategie.}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{41939,
  author       = {{Noack, Christina and Topalović, Elvira}},
  journal      = {{ In: Praxis Deutschunterricht}},
  pages        = {{4--10}},
  title        = {{{Rechtschreibstrategien und Sprachstrukturen.}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{24901,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2021}},
}

@article{37239,
  author       = {{Wallmeier, Nadine}},
  journal      = {{Kreis Höxter Jahrbuch}},
  pages        = {{202--207}},
  title        = {{{Plattdeutsch im Kreis Höxter. "Der Dialektatlas Mittleres Westdeutschland (DMW)" und die Frage "Wie klingt Plattdeutsch im Kreis Höxter?"}}},
  year         = {{2021}},
}

@book{22515,
  author       = {{Tophinke, Doris and Wallmeier, Nadine and Merten, Marie-Luis}},
  publisher    = {{Aschendorff Verlag}},
  title        = {{{Das paderbörnische Platt. Niederdeutsch im Gebiet der Kreise Paderborn und Höxter}}},
  year         = {{2021}},
}

@article{31359,
  author       = {{Elit, Stefan}},
  journal      = {{NlatJb 23 }},
  pages        = {{39--58}},
  title        = {{{Ein kaiserlicher Wüterich und zwei antagonistische Simons. Der „Nero furens“ als Beispiel aus dem Paderborner Jesuitendramenkorpus}}},
  year         = {{2021}},
}

@misc{31505,
  author       = {{Elit, Stefan}},
  booktitle    = {{NlatJb 23 (unter dem Titel "Ein Teufelsbündler auf der Jesuitenbühne, opulent ediert")}},
  pages        = {{304--308}},
  title        = {{{[Rezension zu:] Maria die Himmels-Thür. Ein anonymes Theophilus-Drama, 1655 bei den Straubinger Jesuiten aufgeführt, hg. v. André Schnyder, übers. u. komm. in Zusammenarb. mit Andreas Ammann, Stuttgart 2019 (Europäische Literatur der Frühen Neuzeit 1)}}},
  year         = {{2021}},
}

@misc{24917,
  author       = {{Elit, Stefan}},
  booktitle    = {{Zeitschrift für deutsche Philologie}},
  issn         = {{1868-7806}},
  title        = {{{[Rezension zu:] Johannes Görbert, Nikolas Immer (Hg.): Ambulante Poesie. Explorationen deutschsprachiger Reiselyrik seit dem 18. Jahrhundert, Berlin, Boston: de Gruyter 2020.}}},
  doi          = {{10.37307/j.1868-7806.2021.02.12}},
  year         = {{2021}},
}

@misc{57073,
  author       = {{Haaf, Susanne}},
  title        = {{{Religiöse Kommunikation/Erbauungsliteratur. Lerneinheit B.3 (2teilig) im Rahmen der Vorlesung Close Reading - Distant Reading am Institut für Germanistik und Vergleichende Literaturwissenschaft der Universität Paderborn (virtuell), Juni 2021}}},
  year         = {{2021}},
}

@misc{57072,
  author       = {{Haaf, Susanne}},
  title        = {{{Anleitung zur Verinnerlichung. Text, Bild und Textbild in erbaulichen Prosaschriften des 17. Jahrhunderts. Vortrag im Rahmen der Tagung "Text und Bild. Relationen und Funktionen in Texten vom 8. bis 18. Jahrhundert", Universität Warschau, 17.-19. Juni 2021 (virtuell)}}},
  year         = {{2021}},
}

@misc{57069,
  author       = {{Schuster, Britt-Marie}},
  title        = {{{Alles eine Frage des (Textsorten)Stils? – Befunde zur Entwicklung von Pressetextsorten (17.-20 Jh.). Vortrag im Rahmen der Tagung "Die Geschichte der Textsorten", Sarajevo, 18.-20. November 2021}}},
  year         = {{2021}},
}