Gendered Literacy in Black and White: Turn-of-the-Century African-American and European-American Club Women\u27s Printed Texts

At the turn of the century women across the United States had organized themselves into a variety of single-sex groups to effect social change. Yet most of the shared spaces of agency that women seemed to control were shaped-often, in fact, constrained-by forces beyond them, so that what looked like women-led initiatives functioned in a context where female agency was highly contested. The women\u27s club movement created one such complex social space. Clubs flourished between 1880 and the mid-1920s, leading an estimated two million women from varying class, racial, and ethnic religious backgrounds to join organizations or self-improvement and social benevolence. Club women from all social locations enacted a variety of cultural practices including pageants, banquets, and musical productions that fostered solidarity within groups and, in some cases, enhanced their standing within the larger community. Producing and circulating their own printed texts constituted another of club women\u27s cultural practices, and these activities occupy our attention here because of their capacity for fostering women\u27s self-representation and because of the cultural authority assigned to print

Writing across Institutional Boundaries: A K-12 and University Collaboration

A collaborative reading and writing project between eighth graders and college English education students is discussed. The students corresponded with one another, discussing shared readings

Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

Writing is widely recognized as fundamental to the construction and communication of scientific knowledge. Building on this relationship between writing and knowledge construction, writing‐to‐learn (WTL) activities have shown to be effective in many science classrooms, but have not been widely implemented at the postsecondary level. To address the lack of implementation, we investigated potential adopters of this pedagogy. Potential adopters, postsecondary faculty, are unique given the key role writing plays in their professional practice as researchers. Because of this unique feature and the fact that an instructor’s theoretical orientation toward a construct impacts their instruction of that construct, an investigation of postsecondary faculty’s conceptions of writing instruction is necessary to understand the way writing is being used in the postsecondary classroom. To this end, 33 STEM faculty across multiple disciplines and positions were interviewed about writing and its role in their classes. A phenomenographic analysis resulted in four faculty “types” consisting of unique combinations of concept and practice, organized according to compatibility with WTL. Profiles were built that describe unique conceptions, desired outcomes, and challenges for each type. These profiles provide an understanding of the relationship between faculty’s conceptions and instructional practices regarding writing and lay the groundwork for understanding how writing is used in the postsecondary classroom.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146379/1/sce21454_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146379/2/sce21454.pd

A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program

The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence- based WTL assignments. Herein we present a review of the WTL research generated through the MWrite program, situating our findings in a four-dimensional framework of engagement to identify how the MWrite WTL assignment design and implementation has supported students’ learning. Our analysis indicates that the multi-faceted design of MWrite WTL assignments supports students’ development of conceptual knowledge and disciplinary thinking. The assignments’ rhetorical features (i.e., context, audience, and genre) guide how students write about content, and peer review and revision stages encourage a collaborative, knowledge building process between students and their peers

The politics of the personal : storying our lives against the grain.

This symposium presents a written dialogue of scholars expressing not only excitement but also frustration over the ways in which current work in composition and literacy studies has explored the politics of the personal

Sustainable Publishing for Digital Scholarship in the Humanities

This is a link to a webinar recording of a Charleston Conference webinar titled Sustainable Publishing for Digital Scholarship in the Humanities, sponsored by University of Michigan Press and hosted by the Charleston Conference. It was originally broadcast on the internet on October 2, 2019. ==== From the Charleston Conference website: Session Description: Scholarly authors are increasingly using digital tools. They want to produce enhanced ebooks and interactive scholarly works, but these tend not to fit into existing publisher and librarian workflows. Fulcrum is a platform developed at the University of Michigan which supports authors who want to push the boundaries of the book. The University of Michigan Press Ebook Collection (UMP EBC) includes an increasing number of enhanced titles and takes full advantage of the rich features on the Fulcrum platform. Thanks to the support of purchasing libraries, UMP EBC is able to sustain the publication of new forms of scholarship, including open access titles, and sustain the open source, community-based scholarly infrastructure. In this webinar attendees will learn about this new form of scholarship, including how it is being sustained by the community via UMP EBC and Fulcrum, and walk away inspired to sustain this burgeoning community. Presenters: Lanell White, Director of Sales, Marketing, and Outreach (Michigan Publishing) Sara Cohen, Editor for American Studies, University of Michigan Press Andrée J. Rathemacher, Head, Acquisitions, University of Rhode Island (Librarian) Professor Anne Ruggles Gere, editor of Developing Writers in Higher Education: A Longitudinal Study Professors Abigail De Kosnik and Keith P. Feldman, Editors, #identity: Hashtagging Race, Gender, Sexuality, and Nation Doctoral Candidate and Rackham Public Engagement Fellow, Matthew Naglak, Researcher, A Mid-Republican House From Gabii ==== Included as supplemental files are: PDF printout of Charleston Conference website page advertising the webinar PDF printout of a 9/26/2019 email to the Charleston Library Conference mailing list advertising the webinar PDF printout of a 9/26/2019 email to the LYROFFERS mailing list advertising the webinar Andrée Rathemacher\u27s webinar speaking notes in PDF format Included as supplemental files (suppressed from public view) are: Webinar video recording in MP4 format Webinar video recording in WMV format Slides for webinar presentation in PDF format Slides with notes for webinar presentation in PDF format Results of attendee polls taken during webinar in PDF format Andrée Rathemacher\u27s webinar planning notes in PDF format Approximately 75 people attended the webinar; approximately 150 registered and received a link to the recording

Writing and Learning

xx, 472 p. : il.; 24cm

Writing and learning

xii, 472 p. : il.; 24 cm

Writing and learning

*** *** Bibliografi hlm.xx, 472 hlm. ;il. ;23 cm