Across the Disciplines最新文献

{"title":"Changing Conceptions of Writing through Situated Activity in a Geology Major","authors":"Enrique E Paz","doi":"10.37514/atd-j.2022.18.3-4.07","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.07","url":null,"abstract":"This essay explores how students' misconceptions about writing might be transformed into accurate threshold concepts of writing through disciplinary writing experiences. Through an activity analysis of a geology major and students’ writing in that program, I demonstrate that these students' conceptions of writing changed through their legitimate peripheral participation in geological activity. Students' learning in the major situated writing within the activity of professional geological communities, and they recognized both how writing constructs and circulates knowledge within their discipline and their need for writing to enable participation in those communities. Their example suggests that WID programs attend to conceptual change and legitimate peripheral participation as essential mechanisms for creating transformative writing experiences that enable student learning. Scholars exploring learning and expertise, threshold concepts, and science education have dedicated much time to exploring the impact accurate conceptions and misconceptions have on student learning (Ambrose et al., 2010; Meyer & Land, 2006b;National Research Council, 1997; Leonard et al., 2014). Their takeaway is this: throughout their education and lives, students often and easily develop misconceptions about all sorts of phenomena that can compound over time, persist throughout their education, and interfere with their learning. Without confronting those misconceptions and exploring alternative, accurate conceptions to replace them, students may have trouble deeply integrating their learning for future application or may only see narrow opportunities for application of that learning. These conclusions carry important implications for how writing pedagogy engages students’ prior knowledge and experiences in courses that introduce new writing knowledge to students. This body of scholarship pushes curriculum to consider the problem of conceptual change: how can teachers of writing challenge misconceptions and encourage students to transform those beliefs into accurate threshold concepts of writing? I argue in this essay that curricula built on situated writing experiences can meet this need. In addition to enabling students to learn effective writing practices, these experiences also enable conceptual change that encourages their learning about writing. These programs ask students to learn about and engage in activity similar to those of the professional communities they seek to join. Students use similar mediational tools on similar disciplinary objects in pursuit of similar professional outcomes and goals. In turn, their work with writing becomes more transformative, moving students through threshold conceptions to develop accurate representations of writing’s use and function in professional and disciplinary practice. Changing Conceptions of Writing 321 ATD, VOL18(ISSUE3/4) To make this argument, I examine the context and experiences of geology students in a geology and ear","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123590068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rhetoric and Affect in Undergraduate Research: A Diary Study","authors":"Kristine Johnson, J. Rifenburg","doi":"10.37514/atd-j.2022.19.3-4.04","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.04","url":null,"abstract":",","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116892099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEM and WAC/WID: Co-Navigating Our Shifting Currents","authors":"B. Hendricks, J. Nicholes","doi":"10.37514/atd-j.2022.19.1-2.01","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.01","url":null,"abstract":"Across the Disciplines is an open-access, peer-reviewed scholarly journal published on the WAC Clearinghouse and supported by Colorado State University and Georgia Southern University. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs) ISSN 1554-8244. Copyright © 1997-2022 The WAC Clearinghouse and/or the site’s authors, developers, and contributors. Some material is used with permission. STEM and WAC/WID: Co-Navigating Our Shifting Currents","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129614884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction: SI: Writing Technologies and WAC: Current Lessons and Future Trends","authors":"K. Lunsford","doi":"10.37514/ATD-J.2009.6.2.09","DOIUrl":"https://doi.org/10.37514/ATD-J.2009.6.2.09","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130100145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Historical Metadata Debt: Confronting Colonial and Racist Legacies Through a Post-Custodial Metadata Praxis","authors":"Itza A. Carbajal","doi":"10.37514/atd-j.2021.18.1-2.08","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.08","url":null,"abstract":"How can the creation, management, and use of metadata developed as part of post-custodial archival projects and partnerships between United States based institutions and Latin American organizations improve current archival description praxis? By recognizing that many historically colonized and oppressed communities in Latin America seek to redefine and address longstanding racism, homophobia, cultural hegemony, and classism both locally and abroad, this article argues that this work cannot rest solely on the shoulders of those most impacted by colonialism and White supremacy. Through a critical archival studies lens, the author situates traditional metadata practices while also juxtaposing them against those used in a post-custodial paradigm. In addition, anti-colonial and anti-racist frameworks interrogate the cultural, power, and racial dynamics within the partnerships. Concrete examples from the author’s work in Colombia and Brazil provide the backdrop for a critical reflection on the unique methodologies used throughout various post-custodial projects. In order to truly unsettle institutional archives, archivists and others in positions of power must relinquish authority and complete control through the work of description in an effort to make space for those most oftentimes excluded or ignored.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116329823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching, as Healing, at Ground Zero.","authors":"K. Jay","doi":"10.37514/atd-j.2004.1.2.04","DOIUrl":"https://doi.org/10.37514/atd-j.2004.1.2.04","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126406590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Can We Learn about WID from Exceptionally High-Achieving STEM Majors?","authors":"Thomas Deans","doi":"10.37514/atd-j.2022.19.1-2.10","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.10","url":null,"abstract":": This study reports on how a cohort of 16 especially accomplished undergraduate STEM majors narrate their literacy histories, experience learning to write in the sciences during their college years, and reflect on their priorities for writing more generally. These participants report largely positive early schooling experiences with writing; attribute progress in learning scientific writing during their college years more to the social networks of their undergraduate research labs than to traditional writing-intensive courses; associate “writing” more with personal agency than with assimilation to a disciplinary discourse community; assign more meaning to writing that is personal, narrative, public, and/or novel than technical; and believe that writing should serve multiple purposes, at once within and beyond their home STEM disciplines. Some of these findings disrupt the novice-to-expert assumptions of WID theory and suggest a latent demand for writing courses that depart from traditional technical communication and writing-in-the-major offerings. our highest performing STEM undergraduates negotiate their writing lives. This study opens that line of inquiry by focusing on a small and especially accomplished group of undergraduate STEM majors. These students are exemplars of emerging expertise who have apprenticed themselves to their chosen fields through stellar academic performance, sustained undergraduate research, aspirations to pursue advanced study in top graduate programs and medical schools, and successful disciplinary writing as manifest in honors theses and engineering design projects. Some are even co-authors on peer-reviewed articles","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130505186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language and Knowing.","authors":"L. Cassuto","doi":"10.37514/atd-j.2004.1.2.03","DOIUrl":"https://doi.org/10.37514/atd-j.2004.1.2.03","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132344526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Justice after September 11th.","authors":"S. Katz","doi":"10.37514/atd-j.2004.1.2.06","DOIUrl":"https://doi.org/10.37514/atd-j.2004.1.2.06","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115278020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonizing the Rhetoric of Church-Settlers","authors":"Romeo Garc�a","doi":"10.37514/atd-j.2021.18.1-2.11","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.11","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127542022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}