June 10, 2011
Kimme, Is our most recent spreadsheet posted here on our blog? Can you help me find it? Thanks.
Barbara
Friday, June 10, 2011
Saturday, April 2, 2011
Notes from 4-2-11
We will not include articles/books written for or about other countries than the U.S. Possibility: Two different TOCs--example is Bernstein's 3rd ed of Teaching Developmental Writing New categories for 2nd TOC include chapter on adult learning (Journey in Adulthood) & Cross's Adult Learners; a chapter on research/case studies/ethnographies/history of individual literacy and community literacies (2-3 histories of adult literacy in 19th century?--Forgotten Readers & Traces of a Stream); a section on bi-literate adults and ELL adult learners; a section on higher education contexts; a section on adult education texts. Kimme will check w/Linda Brender about her book.
Sunday, March 13, 2011
Graduate Students as Adult Learners
Hi Kimme,
Here is one category that we might want to use to classify sources. What do you think about this? --Barbara
Adult Learners in Graduate School
We have at least two sources already.
13. Pandey, Iswari P. "Literate Lives across the Digital Divide." Computers and Composition 23 (2006): 246-57. Print.
Pandey draws attention to social and political dimensions of literacy learning. He complicates the concept of the “digital divide” to include not just relative poverty and wealth but also how literacy itself, including digital literacies, is deployed by the government to reproduce or undermine political ideologies. To achieve this goal, Pandey writes a literacy narrative. He begins the narrative in 2005, with the writing of this essay. At that time, he was living in the United States and pursuing graduate studies. His home country of Nepal, however, was experiencing both political and social turmoil. Pandey then describes his literacy education from his early years in “order to give [his] readers a fuller view of the ways the external conditions (digital) literacy learning” (247). Pandey was born in a rural area of Nepal in 1968, eight years after the King of Nepal successfully toppled a democratically elected government. The King was specifically concerned that increased levels of literacy would lead to popular discontent, and strictly controlled education and access to mass media. During this period, the author learned to read and write under his father’s guidance. At 5, he entered a Sanskrit school; at 10, he entered a public school at which he studied, among other things, English. Learning English laid the groundwork for the digital literacy that would one day facilitate his ability to cross the digital divide. During this period of his education, two curricula emerged: the state-sponsored curriculum and an alternative curriculum based on protest literature. As he finished his MA in 1993, the writer became aware of the value of digital literacy as he sought to complete his thesis. His access to computers is an important part of his literacy narrative because it demonstrates that “state ideology . . . shapes not only the course of learning as carried out in schools and colleges but also the technology of literacy” (250). It was only the change in politics that was not dominated by nobility that made technology available. Describing the history of technology in Nepal and his own personal history as a learner of technology, Pandey reports overcoming many obstacles to becoming literate and warns against interpreting his story as a "hero narrative." The politics of use and place both “undercut the prevailing myths about computer and the Internet as neutral and world-wide medium” (253). Literacy practices across the digital divide, then, do not take the form of a linear narrative but involve an “ongoing negotiation” (254).
9. Inman, James, and Dagman Stuehrk Corrigan. "Toward a Doctoral Degree
by Distance in Computers and Writing: Promises and Possibilities."
Computers and Composition 18 (2001): 411-22. Print.
The authors begin by noting that as access to the Web became more commonplace, distance education programs proliferated. These programs are particularly attractive to non-traditional students, who often have responsibilities that prevent them from pursuing degrees at residential campuses. The authors argue that because of these dynamics, the time has come to offer a fully online PhD program. The field of computers and writing has many experienced teachers of composition without doctoral training who are place-bound. These returning “adult learners with significant experience in the field seem to be the ideal prospective students for a doctoral program by distance” (413).
Inman and Corrigan then turn to the results of their survey of 150 degree granting institutions. Half of these are four-year institutions, and the other half have graduate programs. The questionnaire “sought to obtain two specific bits of information . . . : if they had hired or plan to hire computers-and-writing specialists and, if so, how they would assess the various applicant pools in terms of strengths and weakness” (415). Among the responses received from the four-year institutions, 7 implied that “they do not believe computers and writing is a reasonable specialty” (415). The authors interpret these responses, and others that reflected the same sentiment, to mean that the field of computers and writing “does not fit well into all contemporary institutional and departmental cultures" (416). In terms of the assessment of applicants, many of the respondents did not feel that the applicants were strong candidates for a number of reasons, e.g., the candidates’ lack of balance between technical and pedagogical issues, the failure to look at the new forms of writing that the technology created, and the weak records of publication. Of the graduate-degree-granting institutions, “11 of the 58 responding administrators did not imagine computers and writing as part of their mission at all” (416). Administrators at these institutions expressed similar doubts about these applicants’ ability to succeed at the tenure-line level. The writers interpret this data to mean “that room does exist in computers and writing education for an innovative program, one that continually adapts to the changing opportunities and implications of technology and one that well represents field diversity” (418). In their conclusion, that authors propose a PhD program that would exist fully online. The program would be administered by a consortium of institutions, and no course work would be required. Instead, students would complete four research projects overseen by any member of the consortium of the student’s choice. The program of study would culminate with a dissertation.
Here is one category that we might want to use to classify sources. What do you think about this? --Barbara
Adult Learners in Graduate School
We have at least two sources already.
13. Pandey, Iswari P. "Literate Lives across the Digital Divide." Computers and Composition 23 (2006): 246-57. Print.
Pandey draws attention to social and political dimensions of literacy learning. He complicates the concept of the “digital divide” to include not just relative poverty and wealth but also how literacy itself, including digital literacies, is deployed by the government to reproduce or undermine political ideologies. To achieve this goal, Pandey writes a literacy narrative. He begins the narrative in 2005, with the writing of this essay. At that time, he was living in the United States and pursuing graduate studies. His home country of Nepal, however, was experiencing both political and social turmoil. Pandey then describes his literacy education from his early years in “order to give [his] readers a fuller view of the ways the external conditions (digital) literacy learning” (247). Pandey was born in a rural area of Nepal in 1968, eight years after the King of Nepal successfully toppled a democratically elected government. The King was specifically concerned that increased levels of literacy would lead to popular discontent, and strictly controlled education and access to mass media. During this period, the author learned to read and write under his father’s guidance. At 5, he entered a Sanskrit school; at 10, he entered a public school at which he studied, among other things, English. Learning English laid the groundwork for the digital literacy that would one day facilitate his ability to cross the digital divide. During this period of his education, two curricula emerged: the state-sponsored curriculum and an alternative curriculum based on protest literature. As he finished his MA in 1993, the writer became aware of the value of digital literacy as he sought to complete his thesis. His access to computers is an important part of his literacy narrative because it demonstrates that “state ideology . . . shapes not only the course of learning as carried out in schools and colleges but also the technology of literacy” (250). It was only the change in politics that was not dominated by nobility that made technology available. Describing the history of technology in Nepal and his own personal history as a learner of technology, Pandey reports overcoming many obstacles to becoming literate and warns against interpreting his story as a "hero narrative." The politics of use and place both “undercut the prevailing myths about computer and the Internet as neutral and world-wide medium” (253). Literacy practices across the digital divide, then, do not take the form of a linear narrative but involve an “ongoing negotiation” (254).
9. Inman, James, and Dagman Stuehrk Corrigan. "Toward a Doctoral Degree
by Distance in Computers and Writing: Promises and Possibilities."
Computers and Composition 18 (2001): 411-22. Print.
The authors begin by noting that as access to the Web became more commonplace, distance education programs proliferated. These programs are particularly attractive to non-traditional students, who often have responsibilities that prevent them from pursuing degrees at residential campuses. The authors argue that because of these dynamics, the time has come to offer a fully online PhD program. The field of computers and writing has many experienced teachers of composition without doctoral training who are place-bound. These returning “adult learners with significant experience in the field seem to be the ideal prospective students for a doctoral program by distance” (413).
Inman and Corrigan then turn to the results of their survey of 150 degree granting institutions. Half of these are four-year institutions, and the other half have graduate programs. The questionnaire “sought to obtain two specific bits of information . . . : if they had hired or plan to hire computers-and-writing specialists and, if so, how they would assess the various applicant pools in terms of strengths and weakness” (415). Among the responses received from the four-year institutions, 7 implied that “they do not believe computers and writing is a reasonable specialty” (415). The authors interpret these responses, and others that reflected the same sentiment, to mean that the field of computers and writing “does not fit well into all contemporary institutional and departmental cultures" (416). In terms of the assessment of applicants, many of the respondents did not feel that the applicants were strong candidates for a number of reasons, e.g., the candidates’ lack of balance between technical and pedagogical issues, the failure to look at the new forms of writing that the technology created, and the weak records of publication. Of the graduate-degree-granting institutions, “11 of the 58 responding administrators did not imagine computers and writing as part of their mission at all” (416). Administrators at these institutions expressed similar doubts about these applicants’ ability to succeed at the tenure-line level. The writers interpret this data to mean “that room does exist in computers and writing education for an innovative program, one that continually adapts to the changing opportunities and implications of technology and one that well represents field diversity” (418). In their conclusion, that authors propose a PhD program that would exist fully online. The program would be administered by a consortium of institutions, and no course work would be required. Instead, students would complete four research projects overseen by any member of the consortium of the student’s choice. The program of study would culminate with a dissertation.
Thursday, November 18, 2010
Guidelines for Writers
After reviewing a couple of other bibliographies by Bedford St. Martin's, I found that most did not seem to have a set of rules. The length of the submissions varied, but I'm guessing the longest were not more than 1 1/2 pp. double spaced in regular Word format. Some had just a few sentences. Therefore, I suggest that we let the writers complete their annotations up to 1 1/2 pp., which is about 400 words, I think. The entries did not seem to be as much evaluative as they were informative--what the article discussed and the stance, if any, that the author(s) took. We can pare down the entries as needed. What do you think of this?
Sunday, November 7, 2010
Suggested List for Tom Peele: For Discussion
Hey Kimme, I took three entries from your initial list and added them in here. All the remaining entries are from Tom's list. I have skimmed or read all the articles. You may want to do the same or just read through these titles. If you want to discuss any of these entries, you could email me your thoughts sometime this week. I'll be free on Tuesday and Thursday to talk by phone.
Barbara
DRAFT: Suggested by Barbara to Kimme for Blog Discussion
Tom Peele's List of Sources for Writing Abstracts
November 7th, 2010
Aldrich, Pearl G. “Adult Writers: Some Factors That Interfere with Effective Writing.” Technical Writing Teacher 9.3 (1982): 128–32.
Baitinger, Katerina. "Engaging Adult Learners in the Writing/ESL Classroom." College Quarterly 8 (Winter 2005):
Chao, Elaine L., Emily Stover DeRocco, and Maria K. Flynn. Adults in Higher Education: Barriers to Success and Strategies to Improve Results. Employment and Training Administration Occasional Paper 2007-03. U.S. Department of Labor. March 2007.
Connors, Patricia. “Some Attitudes of Returning or Older Students of Composition.” CCC. Oct. 1982: 263-266.
Cornelius, Sarah, and Carole Gordon. "Adult Learners' Use of Flexible Online Resources in a Blended Programme." Educational Media International 46 (2009): 239-253.
DePew, Kevin Eric, T. A. Fishman, Julia E. Romberger, Bridget Fahey Ruetenik. "Designing Efficiencies: The Parallel Narratives of Distance Education and Composition Studies." Computers and Composition 23 (2006): 49-67.
Note to Kimme: Please take a look at this essay by DePew et al. It does not address adult learners' experiences specifically; however, the entire distance learning concept affects adult learners and this articles does focus on writing instruction via distance education. For that reason, I lean toward including it in our book.
Frey, Ruth. Helping Adult Learners Succeed: Tools for Two-Year Colleges. CAEL. September 2007. Web.
Greenwood, Claudia M. “’It’s Scary at First’: Reentry Women in College Composition Classes.” Teaching English in the Two-Year College. 17(1990): 133-42.
Grabill, Jeffrey T. "Utopic Visions, The Technopoor, and Public Access: Writing Technologies in a Community Literacy Program." Computers and Composition 15 (1998): 297-315.
Inman, James, and Dagman Stuehrk Corrigan. "Toward a Doctoral Degree by Distance in Computers and Writing: Promises and Possibilities." Computers and Composition 18 (2001): 411-422.
Kim, Kyong-Jee. "Motivational Challenges of Adult Learners in Self-Directed E-Learning." Journal of Interactive Learning Research 20 (2009): 317-335.
Knightly, Wendy M. "Adult Learners Online: Students' Experiences of Learning Online." Australian Journal of Adult Learning 47 (2007): 264-288.
Pandey, Iswari P. "Literate Lives across the Digital Divide." Computers and Composition 23 (2006): 246-257.
Park, Ji-Hye, and Hee Jun Choi. "Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning." Educational Technology & Society 12 (2009): 207-217.
Stine, Linda. "The Best of Both Worlds: Teaching Basic Writers In Class and Online." Journal of Basic Writing 23 (2004): 49-69.
Barbara
DRAFT: Suggested by Barbara to Kimme for Blog Discussion
Tom Peele's List of Sources for Writing Abstracts
November 7th, 2010
Aldrich, Pearl G. “Adult Writers: Some Factors That Interfere with Effective Writing.” Technical Writing Teacher 9.3 (1982): 128–32.
Baitinger, Katerina. "Engaging Adult Learners in the Writing/ESL Classroom." College Quarterly 8 (Winter 2005):
Chao, Elaine L., Emily Stover DeRocco, and Maria K. Flynn. Adults in Higher Education: Barriers to Success and Strategies to Improve Results. Employment and Training Administration Occasional Paper 2007-03. U.S. Department of Labor. March 2007.
Connors, Patricia. “Some Attitudes of Returning or Older Students of Composition.” CCC. Oct. 1982: 263-266.
Cornelius, Sarah, and Carole Gordon. "Adult Learners' Use of Flexible Online Resources in a Blended Programme." Educational Media International 46 (2009): 239-253.
DePew, Kevin Eric, T. A. Fishman, Julia E. Romberger, Bridget Fahey Ruetenik. "Designing Efficiencies: The Parallel Narratives of Distance Education and Composition Studies." Computers and Composition 23 (2006): 49-67.
Note to Kimme: Please take a look at this essay by DePew et al. It does not address adult learners' experiences specifically; however, the entire distance learning concept affects adult learners and this articles does focus on writing instruction via distance education. For that reason, I lean toward including it in our book.
Frey, Ruth. Helping Adult Learners Succeed: Tools for Two-Year Colleges. CAEL. September 2007. Web.
Greenwood, Claudia M. “’It’s Scary at First’: Reentry Women in College Composition Classes.” Teaching English in the Two-Year College. 17(1990): 133-42.
Grabill, Jeffrey T. "Utopic Visions, The Technopoor, and Public Access: Writing Technologies in a Community Literacy Program." Computers and Composition 15 (1998): 297-315.
Inman, James, and Dagman Stuehrk Corrigan. "Toward a Doctoral Degree by Distance in Computers and Writing: Promises and Possibilities." Computers and Composition 18 (2001): 411-422.
Kim, Kyong-Jee. "Motivational Challenges of Adult Learners in Self-Directed E-Learning." Journal of Interactive Learning Research 20 (2009): 317-335.
Knightly, Wendy M. "Adult Learners Online: Students' Experiences of Learning Online." Australian Journal of Adult Learning 47 (2007): 264-288.
Pandey, Iswari P. "Literate Lives across the Digital Divide." Computers and Composition 23 (2006): 246-257.
Park, Ji-Hye, and Hee Jun Choi. "Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning." Educational Technology & Society 12 (2009): 207-217.
Stine, Linda. "The Best of Both Worlds: Teaching Basic Writers In Class and Online." Journal of Basic Writing 23 (2004): 49-69.
Saturday, November 6, 2010
Barbara's Proposed List of 8 Sources for Linda Brender
Kimme, what do you think of these sources? You can click on "Edit Posts" and write comments after each citation.
Barbara
Proposed Additional Sources for Linda Brender
from Barbara to Kimme
November 6, 2010
Collins, Royce Ann. “The Role of Learning Styles and Technology.” International Journal of Web-based Learning and Teaching Technologies. 4(4) 2009.
Fiore, Kyle, and Nan Elsasser. "'Strangers No More': A Liberatory Literacy Curriculum." College English 44 (1982): 115-28.
Johnson, Helen. "The PhD Student as an Adult Learner: Using Reflective Practice to Find and Speak in Her Own Voice." Reflective Practice 2:1 (February 2001): 53-63.
Jungkang, Kim. "A Community within the Classroom: Dialogue Journal Writing of Adult ESL Learners." Adult Basic Education 15:1 (Spring 2005): 21-32.
Mohammed, Methal R.. “Don't Give Me a Fish; Teach Me How to Fish: A Case Study of an International Adult Learner.” Adult Learning 21:1/2 (Winter/Spring2010): 15-18.
Rose, Mike. Lives On the Boundary.
Sealey-Ruiz, Yolanda. “Wrapping The Curriculum Around Their Lives: Using A Culturally Relevant Curriculum With African American Adult Women.” Adult Education Quarterly 58:1 (November 2007): 44-60.
Schwarzer, David. "Best Practices for Teaching the 'Whole' Adult ESL Learner." New Directions for Adult & Continuing Education Issue 121 (Spring 2009): 25-33.
Barbara
Proposed Additional Sources for Linda Brender
from Barbara to Kimme
November 6, 2010
Collins, Royce Ann. “The Role of Learning Styles and Technology.” International Journal of Web-based Learning and Teaching Technologies. 4(4) 2009.
Fiore, Kyle, and Nan Elsasser. "'Strangers No More': A Liberatory Literacy Curriculum." College English 44 (1982): 115-28.
Johnson, Helen. "The PhD Student as an Adult Learner: Using Reflective Practice to Find and Speak in Her Own Voice." Reflective Practice 2:1 (February 2001): 53-63.
Jungkang, Kim. "A Community within the Classroom: Dialogue Journal Writing of Adult ESL Learners." Adult Basic Education 15:1 (Spring 2005): 21-32.
Mohammed, Methal R.. “Don't Give Me a Fish; Teach Me How to Fish: A Case Study of an International Adult Learner.” Adult Learning 21:1/2 (Winter/Spring2010): 15-18.
Rose, Mike. Lives On the Boundary.
Sealey-Ruiz, Yolanda. “Wrapping The Curriculum Around Their Lives: Using A Culturally Relevant Curriculum With African American Adult Women.” Adult Education Quarterly 58:1 (November 2007): 44-60.
Schwarzer, David. "Best Practices for Teaching the 'Whole' Adult ESL Learner." New Directions for Adult & Continuing Education Issue 121 (Spring 2009): 25-33.
Sept. 4, 2010 email to Carrie Brandon from BG
September 4, 2010
email to Carrie Brandon from Barbara Gleason
Dear Carrie,
We have now secured commitments from five individuals who will serve as consultants & writers for The Bedford Bibliography for Teachers of Adult Writers. These individuals' names and contact information are listed below.
We would like to know if a development editor has been assigned to our project and, if so, how we might contact the development editor that we will be working with.
A few weeks ago, you mentioned setting up a conference call to discuss timelines and other issues. We would be happy to participate in that proposed conference call.
We look forward to talking with you again.
Best wishes,
Kimme Nuckles and Barbara Gleason
Proposed List of Five Consultant-Writers for
The Bedford Bibliography for Teachers of Adult Writers
Linda Brender, Professor
Macomb Community College
English Department
44575 Garfield Road
Clinton Township, MI 48042
Home Phone: 586-677-4520
Office Phone: 586-322-7832
Email: BrenderL@macomb.edu
_________________________
Sonia Feder-Lewis
Director, Bachelor's Communication Core and English Language Academy
Saint Mary's University of Minnesota, Twin Cities Campus
School of Graduate and Professional Programs
1335 Lincoln Avenue Saint Paul, MN 55105 Home 651-690-2539
sfeder@smumn.edu
Work Phone: 612-728-5152
_________________________
Michelle Navarre Cleary
mnavarr9@DEPAUL.EDU
Assistant Prof. & Writing Coordinator
The School for New Learning
De Paul University
Chicago, IL
home address:
1224 E. 57th Street, Chicago, IL 60637
312-362-7301 w
773-350-8816 h/c
mnavarr9@depaul.edu
_________________________
Thomas Peele, Associate Professor
Associate Director, Writing Program
English Department
Boise State University
1910 University Drive
Boise, ID 82735
Home Phone: 208-805-8807
Office Phone: 208-426-7086
tpeele@boisestate.edu
____________________________
Karen S. Uehling, Associate Professor
English Department
Boise State University
1910 University Drive
Boise, ID 82735
Office Phone: 208-426-1825
Fax: 208-426-4373
Kuehling@boisestate.edu
-----
Home:
314 Sherman St.
Boise, ID 83702
Home: 208-871-4426
______________________________
email to Carrie Brandon from Barbara Gleason
Dear Carrie,
We have now secured commitments from five individuals who will serve as consultants & writers for The Bedford Bibliography for Teachers of Adult Writers. These individuals' names and contact information are listed below.
We would like to know if a development editor has been assigned to our project and, if so, how we might contact the development editor that we will be working with.
A few weeks ago, you mentioned setting up a conference call to discuss timelines and other issues. We would be happy to participate in that proposed conference call.
We look forward to talking with you again.
Best wishes,
Kimme Nuckles and Barbara Gleason
Proposed List of Five Consultant-Writers for
The Bedford Bibliography for Teachers of Adult Writers
Linda Brender, Professor
Macomb Community College
English Department
44575 Garfield Road
Clinton Township, MI 48042
Home Phone: 586-677-4520
Office Phone: 586-322-7832
Email: BrenderL@macomb.edu
_________________________
Sonia Feder-Lewis
Director, Bachelor's Communication Core and English Language Academy
Saint Mary's University of Minnesota, Twin Cities Campus
School of Graduate and Professional Programs
1335 Lincoln Avenue Saint Paul, MN 55105 Home 651-690-2539
sfeder@smumn.edu
Work Phone: 612-728-5152
_________________________
Michelle Navarre Cleary
mnavarr9@DEPAUL.EDU
Assistant Prof. & Writing Coordinator
The School for New Learning
De Paul University
Chicago, IL
home address:
1224 E. 57th Street, Chicago, IL 60637
312-362-7301 w
773-350-8816 h/c
mnavarr9@depaul.edu
_________________________
Thomas Peele, Associate Professor
Associate Director, Writing Program
English Department
Boise State University
1910 University Drive
Boise, ID 82735
Home Phone: 208-805-8807
Office Phone: 208-426-7086
tpeele@boisestate.edu
____________________________
Karen S. Uehling, Associate Professor
English Department
Boise State University
1910 University Drive
Boise, ID 82735
Office Phone: 208-426-1825
Fax: 208-426-4373
Kuehling@boisestate.edu
-----
Home:
314 Sherman St.
Boise, ID 83702
Home: 208-871-4426
______________________________
Subscribe to:
Posts (Atom)