Karen Gabrielle Johnson is an Associate Professor and Director of the Writing Studio at Shippensburg University. Ted Roggenbuck is an Associate Professor and Director of the Writing and Literacy Engagement Studio at Bloomsburg University.
WLN Blog: This new WLN resource will be very helpful. What is the progenitor of the project?
Karen: The Digital Edited Collection (DEC) developed over a two-year span in response to our call for proposals for a WLN special issue on tutor education. This project began in the spring of 2016 when I responded to an email sent by Mickey Harris through the WCenter listserv. In her email, Mickey invited colleagues to contact her if they were interested in serving as guest editors for a WLN special issue. I conversed electronically with Mickey about the logistics of serving as a guest editor for a special issue on tutor education, noting Mickey’s prediction that this topic might generate a great number of responses that could possibly result in a monograph.
Excited about a tutor education special issue and a possible follow-up project, I contacted Ted Roggenbuck to join me. Ted and I had previously collaborated on several projects, conference presentations, and joint tutor education seminars, so I was hoping he’d agree to join me on this particular project. I’m so glad he did. My natural inclination leans toward collaborative professional projects rather than solitary ventures, and Ted’s energy, fresh perspectives, and organizational skills made the work enjoyable and invigorating.
Mickey was correct; we received an overwhelming number of viable proposals for special issue articles, making the selections for one special issue incredibly difficult. We began to consider two special issues and entertained the idea of a monograph. Yet, when we began to research the possibility of publishing a WLN monograph that laid the groundwork for future monographs to follow, we encountered a number of challenges that included high printing costs and complications in disseminating the monograph. These roadblocks seemed to impede sharing of the exceptional scholarship we found in the proposals we received. But because we believed the authors had such good research, praxis, and resources to share, we felt compelled to identify alternative forms of publication. Through many conversations, informed by our belief that scholarship should be free and available to the public, we decided to pursue an open-access publication that is digitally available and could take advantage of digital affordances. After identifying how such a collection of research could be published, we contacted Richard Hay who graciously offered to support us as we worked to create an online, multimodal publication that offered numerous possibilities for engaging readers, sharing resources, and incorporating visual and audible elements on the WLN website. As we worked with authors, we collectively imagined how to transform largely text-based chapters into multimodal ones. During this process when we realized our technical skills were not sufficient to match our idealized vision for a multimodal publication, we contacted Crystal Conzo, who agreed to become the Design Editor and make our ideas become reality. Continue reading “New Resource for Writing Centers || Writing Lab Newsletter’s Digital Edited Collection”→
We are excited to share the CFP for our annual Canadian Writing Centres Association Conference, which will take place at the Emily Carr University of Art + Design on May 30 and 31, 2019 in Vancouver, British Columbia.
Our theme this year is “The Writing Centre Multiverse,” and we welcome proposals that explore how Writing Centres navigate, respond to, and negotiate the multiverse we all inhabit – in our spaces, our practices, and our research.
WLN Blog: Tell me a bit about your background, and how you got started in writing center work?
Adam: As a new graduate student in the English program at Washington State University, I was quickly met with imposter syndrome and felt a bit lost trying to think of what I wanted to do with my career. Despite focusing my thesis on multimodality, I worked closely with the Writing Center Director there and enjoyed my time tutoring in the center. I excelled at tutoring almost immediately and was soon asked to begin mentoring at-risk reinstatement students at the college. The initiative I put forth toward organizing and leading these sessions led to me being awarded The Harold and Jeanna Rounds Olson Fellowship for Writing Across the Curriculum Award, a competitive, university-wide award given to a single student for their contributions to the university each year.
Still, I continued down the path of researching multimodality as a doctoral student at Bowling Green State University (BGSU). There I taught Composition, as well as English as a Second Language courses, but it was what happened outside of the classroom that reignited my passion for tutoring.
To this day, the most rewarding experience I had as a tutor was visiting with an entire family who relocated from Japan to Bowling Green, Ohio. Though there were many language barriers and challenges along the way (as the family spoke nearly no English whatsoever), I particularly wanted to help the mother of the family who broke down into tears because she could not figure out how to communicate effectively enough in English to obtain a library card to be able to check out children’s books and DVDs for her young daughter and son. After months of work, I still tear up thinking about the image of her crying tears of joy, library card in hand, with two very happy children.
The Writing Centre Multiverse: Vancouver May 30-31, 2019
For our 2019 conference, the Canadian Writing Centres Association/L’Association canadienne des centres de rédaction welcomes proposals on any writing-centre-related subject, but particularly invites proposals that explore how Writing Centres navigate, respond to, and negotiate the “multiverse” we all inhabit—in our spaces, our practices, and our research.
How, for example, do any of the following multis inform, enrich, and/or limit our work in the context of our own institutions? How do they intersect or overlap with practical, political, and/or personal concerns around training, pedagogy, administration, decolonization, or wellness? How do we as writing centre practitioners respond to, negotiate, or resist, any or all of these?