Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning

Collaborative group work is common in writing classrooms, especially ones assigning digital projects. While a wealth of scholarship theorizes collaboration and advocates for specific collaborative pedagogies, writing studies has yet to address the ways in which privilege tied to race, gender, class, and other identity characteristics replicates itself within student groups by shaping the responsibilities individual group members assume, thereby affecting students\u27 opportunities for learning. Such concerns about equity are especially pressing where civically and professionally valuable twenty-first century digital literacies are concerned. This article uses theories of cultural capital and the participation gap to (1) analyze role uptake in case studies of diverse student groups and (2) suggest ways to expand writing studies\u27 current use of metacognition to address such inequities

Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education

WPAs as University Learning Space Managers: Theorizing and Guiding the Creation of Effective Writing Classrooms

Despite the significant impact that the material conditions of classroom space exert on writing instruction, WPA scholarship has failed to attend to these learning spaces in a focused and systematic way. As a result, the classrooms where writing courses are taught lack a pedagogically motivated advocate, resulting in conditions that often obstruct innovative and even mainstream writing pedagogies. Positioning the infrastructural work of classroom management as critical to the effective and ethical delivery of writing courses and writing programs, this article (1) frames learning space management as part of WPAs’ pedagogical and administrative mandate and (2) offers strategies for classroom management at the programmatic and institutional levels that allow WPAs to situate writing programs and administrators as leaders of learning space design on college campuses

Julia Voss, investigadora de l'Institut Max Planck i experta en les imatges relacionades amb el "Món Darwin"

Finalitzant el 2009, que ha estat l'Any Darwin, poques sorpreses pensem que ens pot deparar una de les figures més emblemàtiques de la història de la ciència, com és l'eminent naturalista anglès. No obstant, sumant-se a aquesta celebració, el Centre d'Història de la Ciència i la Facultat de Biociències van convidar Julia Voss, experta en Darwin i en les imatges relacionades amb la seva teoria evolutiva, i va oferir uns seminaris al respecte, als que desvetllà els secrets que amaga la iconografia darwinista.Dando por terminado el 2009, el que ha sido el Año Darwin, pocas sorpresas pensamos que nos puede deparar una de las figuras más emblemáticas de la historia de la ciencia, como es el eminente naturalista inglés. No obstante, sumándose a esta celebración, el Centre d'Història de la Ciència y la Facultat de Biociències invitaron a Julia Voss, experta en Darwin y en las imágenes relacionadas con su teoría evolutiva, y ofreció unos seminarios al respecto, desvelando los secretos que esconde la iconografía darwinista.As we come to the close of 2009, Darwin Year, we may think that one of the most emblematic figures in the history of science, this eminent English naturalist, holds few surprises for us anymore. Still, as it joins this celebration, the Centre for the History of Science and the Faculty of Biosciences invited Julia Voss, an expert in Darwin and images related to his theory of evolution, to deliver seminars on this topic, in which she revealed the secrets concealed in Darwin's iconography

Getting Beyond “Both Sides”: FYC Instructors & Librarians Working Together to Cultivate Critical Information Literacy with Popular Sources

Last fall, our team of two FYC instructors and one librarian implemented curriculum designed to develop students’ critical information-literacy skills in relation to popular sources. Preliminary results of our work suggest that students’ work with popular sources falls short of CWPA and ACRL goals. In our workshop-style presentation, we ask how other conference attendees instruct students in the assessment and use of popular sources and discuss the pedagogical strategies that we plan to use as we iterate on our work

Getting beyond both sides : A Faculty-librarian pilot to explore critical approaches to curriculum and assessment

Existing research (Howard, Serviss, & Rodrigue 2010; Serviss & Jamieson 2015) and initiatives like the Citation Project and Learning Information Literacy Across the Curriculum describe how students access and use sources, focusing on 1) scholarly sources and 2) instruction by writing faculty. The current fake news moment (Skinnell et al. 2018) highlights the need for 1) critical approaches to source use, 2) pedagogy informed by librarians as research experts, and 3) assessment practices rooted in critical approaches. We report preliminary findings from an FYC/library collaboration that supported research-based analytical writing by using information-literacy instruction modules based on the ACRL Framework for Information Literacy and CWPA Framework for Success in Postsecondary Writing. Early findings point to 1) student challenges with source evaluation in the current information landscape, 2) the importance of support structures in developing writing and information literacy skills, and 3) the influence of affective dimensions on student learning related to writing and information literacy. Additionally, we will explore the use of document-based interviews as a methodology for assessment based on critical practice

Social Presence Effects on the Stroop Task: Boundary Conditions and an Alternative Account

Two studies investigated boundary conditions of an effect of social presence on the Stroop task and its interpretation in terms of an attentional view (P. Huguet, M. P. Galvaing, J. M. Monteil, & F. Dumas, 1999). In this view, social presence leads to attentional focusing, enhancing participants’ ability to screen out the distracting features of Stroop stimuli. As predicted, Stroop interference was found to be reduced by social presence, but an alternative account in which social presence exerts an effect on task selection received more support

Introduction to Intelligent Decision Support and Big Data for Logistics and Supply Chain Management Minitrack

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