The second chalk talk in the series, this video describes how authors acknowledge authorities in ... more The second chalk talk in the series, this video describes how authors acknowledge authorities in their research through accurate attribution. The video also describes how literature reviews and the act of acknowledgement help others scholars do a deep dive into a particular topic
The sixth chalk talk in the series, this video describes inequities in journal publishing. The vi... more The sixth chalk talk in the series, this video describes inequities in journal publishing. The video also explains how disparities in information access impact both researchers and citizens
The seventh chalk talk in the series, this video describes new models that broaden information ac... more The seventh chalk talk in the series, this video describes new models that broaden information access. The video also explains how students can actively make the information ecosystem more equitable
Pratt’s (1991) notion of “contact zone” was used to investigate the lives of four Korean (im)migr... more Pratt’s (1991) notion of “contact zone” was used to investigate the lives of four Korean (im)migrant mothers in the United States, where they encountered clashes of languages and cultures. This study, part of five-year feminist cyber-ethnography, is an examination of their contact zone experiences from the perspective of the intersectionality (Crenshaw, 1989) of their multiple identities, which were complicated and added layers to the contact zones usually presumed to be experienced by (im)migrant adults when regarded a single category despite great diversity of their pre-migration capital (Bourdieu, 1991). The participants’ identity as mothers exacerbated confrontations in some contact zones, and their intertwined identities as highly-educated and motivated Korean women and wives situated them in both outside- within-ethnic contact zones.
The aim of this chapter is to describe the concept of empathetic communication and its relevance ... more The aim of this chapter is to describe the concept of empathetic communication and its relevance in facilitating communication between people with communication disabilities and typical communicators. After a description of the concept of empathetic communication, we will discuss different examples of interactions to enhance understanding of manifestations of empathetic communication. These examples include an interaction between a caregiver and an adult with disabilities as well as a cross-cultural interaction between a therapist and a mother of a child with disabilities. Finally, some conclusive comments are made.
This review addresses three areas of significance in the design, implementation and use of large-... more This review addresses three areas of significance in the design, implementation and use of large-scale writing tests that impact ESL writers: writing assessment tasks, rater decision-making, and test washback. First, we discuss integrated writing tasks, as exemplified by the TOEFL iBT, in contrast with impromptu or independent writing tasks. Then we examine results from recent think-aloud studies of raters and their decision-making while reading essays. Finally, we review the current research on test washback in several international contexts. Additionally, we offer some research directions and practical considerations, particularly the need to educate teachers and other test users about the needs of ESL writers.College Composition and Communication Research Initiative Gran
Books & Beyond: An International Service Project of Indiana University (Bloomington, IN, USA), Ka... more Books & Beyond: An International Service Project of Indiana University (Bloomington, IN, USA), Kabwende Primary School (Kinigi, Rwanda), and TEAM Schools (Newark, NJ, USA)
Abstract:In this article, we argue that mutual adaptation can also be applied to understand gradu... more Abstract:In this article, we argue that mutual adaptation can also be applied to understand graduate student implementation of curriculum. We position McLaughlin’s framework as an important tool for understanding students’ responses to the written and taught curriculum. Open pedagogy experiments can strategically introduce doctoral students to open practices, shaping their adoption of open educational resources (OER) and open pedagogy in their future teaching endeavors. This article describes the cocreation of a doctoral-level course assignment for a midwestern university’s School of Education. Utilizing the Association of College and Research Libraries’ Framework for Information Literacy, the course prepared doctoral students to curate resources for an OER research guide about commonly used research methodologies. Two librarians and one professor provided active mentoring on OER and infused information literacy concepts in the doctoral course through active learning tools, including video chalk talks, research consultations, and a card sort activity. Using McLaughlin’s theory of mutual adaptation, we analyzed student online discussions and course evaluations for evidence of mutual adaptation, resistance, and cooptation. While students generally exhibited mutual adaptation (emerging, mastery, and investment), findings center on when and how students co-opted or resisted the curriculum related to open access and authorship. The article concludes with implications for theory and practice and recommendations for practitioners interested in designing effective open pedagogy experiments and furthering doctoral students’ adoption of open practices.
International Journal of Literacy, Culture, and Language Education, 2014
The social interactions surrounding the act of composing have often been theorized as microcosms ... more The social interactions surrounding the act of composing have often been theorized as microcosms of teaching, as sites where the effects of talk are intensified, and where dialogic discourse, or internal speech made explicit, promotes learning. Although the importance of the voice and agency are recognized, and their influence often implicitly acknowledged, research on the speaking–writing connection has yet to incorporate a translingual approach that gives attention to agency and voice. This study attempts to address voice and agency in a two‐part discussion between a bilingual teacher and her Taiwanese undergraduate during a writing lab in an English for Academic Purposes (EAP) class. Discursive strategies for asserting agency and giving it voice are employed to create a shared dialogic context for reviewing, evaluating, and revising a written draft. A translingual approach to understanding the problem of dialogic context for supporting literacy practices creates both obstacles an...
International Journal of Literacy, Culture, and Language Education, 2019
We examine a model for outofschool literacy instruction using language and cultural available des... more We examine a model for outofschool literacy instruction using language and cultural available designs for teaching awareness of audience across cultures. The literacy model described here engages undergraduate and secondary students in a cross-cultural storytelling exchange and calls for anticipating the needs of young readers who do not share linguistic or cultural backgrounds. We describe the process of helping the writers to understand their Rwandan audience and highlight some of the linguistic and cultural issues that arose in the early drafts and persisted throughout the editing process despite direct feedback. We describe the workshops in which we discussed available linguistic and cultural designs and track some of the responses of the writers. And finally, we examine a story from the third volume for evidence that the writers had addressed the needs of the Rwandan readers in their stories.
We argue that a semiotic perspective is urgently needed to understand how embodiment blurs binari... more We argue that a semiotic perspective is urgently needed to understand how embodiment blurs binaries such as language and action or text and context through representations of bodies and representations with bodies. Although the study of embodiment has long been present in semiotics, we consider emerging research in literacy studies that reconceptualizes the intersection of body, meanings, and representation. The embodiment of meaning through representations of the body and representations through the body is often just a potentiality or a possibility, a data source that is available for selection, whereas we see it as central to the field.
The second chalk talk in the series, this video describes how authors acknowledge authorities in ... more The second chalk talk in the series, this video describes how authors acknowledge authorities in their research through accurate attribution. The video also describes how literature reviews and the act of acknowledgement help others scholars do a deep dive into a particular topic
The sixth chalk talk in the series, this video describes inequities in journal publishing. The vi... more The sixth chalk talk in the series, this video describes inequities in journal publishing. The video also explains how disparities in information access impact both researchers and citizens
The seventh chalk talk in the series, this video describes new models that broaden information ac... more The seventh chalk talk in the series, this video describes new models that broaden information access. The video also explains how students can actively make the information ecosystem more equitable
Pratt’s (1991) notion of “contact zone” was used to investigate the lives of four Korean (im)migr... more Pratt’s (1991) notion of “contact zone” was used to investigate the lives of four Korean (im)migrant mothers in the United States, where they encountered clashes of languages and cultures. This study, part of five-year feminist cyber-ethnography, is an examination of their contact zone experiences from the perspective of the intersectionality (Crenshaw, 1989) of their multiple identities, which were complicated and added layers to the contact zones usually presumed to be experienced by (im)migrant adults when regarded a single category despite great diversity of their pre-migration capital (Bourdieu, 1991). The participants’ identity as mothers exacerbated confrontations in some contact zones, and their intertwined identities as highly-educated and motivated Korean women and wives situated them in both outside- within-ethnic contact zones.
The aim of this chapter is to describe the concept of empathetic communication and its relevance ... more The aim of this chapter is to describe the concept of empathetic communication and its relevance in facilitating communication between people with communication disabilities and typical communicators. After a description of the concept of empathetic communication, we will discuss different examples of interactions to enhance understanding of manifestations of empathetic communication. These examples include an interaction between a caregiver and an adult with disabilities as well as a cross-cultural interaction between a therapist and a mother of a child with disabilities. Finally, some conclusive comments are made.
This review addresses three areas of significance in the design, implementation and use of large-... more This review addresses three areas of significance in the design, implementation and use of large-scale writing tests that impact ESL writers: writing assessment tasks, rater decision-making, and test washback. First, we discuss integrated writing tasks, as exemplified by the TOEFL iBT, in contrast with impromptu or independent writing tasks. Then we examine results from recent think-aloud studies of raters and their decision-making while reading essays. Finally, we review the current research on test washback in several international contexts. Additionally, we offer some research directions and practical considerations, particularly the need to educate teachers and other test users about the needs of ESL writers.College Composition and Communication Research Initiative Gran
Books & Beyond: An International Service Project of Indiana University (Bloomington, IN, USA), Ka... more Books & Beyond: An International Service Project of Indiana University (Bloomington, IN, USA), Kabwende Primary School (Kinigi, Rwanda), and TEAM Schools (Newark, NJ, USA)
Abstract:In this article, we argue that mutual adaptation can also be applied to understand gradu... more Abstract:In this article, we argue that mutual adaptation can also be applied to understand graduate student implementation of curriculum. We position McLaughlin’s framework as an important tool for understanding students’ responses to the written and taught curriculum. Open pedagogy experiments can strategically introduce doctoral students to open practices, shaping their adoption of open educational resources (OER) and open pedagogy in their future teaching endeavors. This article describes the cocreation of a doctoral-level course assignment for a midwestern university’s School of Education. Utilizing the Association of College and Research Libraries’ Framework for Information Literacy, the course prepared doctoral students to curate resources for an OER research guide about commonly used research methodologies. Two librarians and one professor provided active mentoring on OER and infused information literacy concepts in the doctoral course through active learning tools, including video chalk talks, research consultations, and a card sort activity. Using McLaughlin’s theory of mutual adaptation, we analyzed student online discussions and course evaluations for evidence of mutual adaptation, resistance, and cooptation. While students generally exhibited mutual adaptation (emerging, mastery, and investment), findings center on when and how students co-opted or resisted the curriculum related to open access and authorship. The article concludes with implications for theory and practice and recommendations for practitioners interested in designing effective open pedagogy experiments and furthering doctoral students’ adoption of open practices.
International Journal of Literacy, Culture, and Language Education, 2014
The social interactions surrounding the act of composing have often been theorized as microcosms ... more The social interactions surrounding the act of composing have often been theorized as microcosms of teaching, as sites where the effects of talk are intensified, and where dialogic discourse, or internal speech made explicit, promotes learning. Although the importance of the voice and agency are recognized, and their influence often implicitly acknowledged, research on the speaking–writing connection has yet to incorporate a translingual approach that gives attention to agency and voice. This study attempts to address voice and agency in a two‐part discussion between a bilingual teacher and her Taiwanese undergraduate during a writing lab in an English for Academic Purposes (EAP) class. Discursive strategies for asserting agency and giving it voice are employed to create a shared dialogic context for reviewing, evaluating, and revising a written draft. A translingual approach to understanding the problem of dialogic context for supporting literacy practices creates both obstacles an...
International Journal of Literacy, Culture, and Language Education, 2019
We examine a model for outofschool literacy instruction using language and cultural available des... more We examine a model for outofschool literacy instruction using language and cultural available designs for teaching awareness of audience across cultures. The literacy model described here engages undergraduate and secondary students in a cross-cultural storytelling exchange and calls for anticipating the needs of young readers who do not share linguistic or cultural backgrounds. We describe the process of helping the writers to understand their Rwandan audience and highlight some of the linguistic and cultural issues that arose in the early drafts and persisted throughout the editing process despite direct feedback. We describe the workshops in which we discussed available linguistic and cultural designs and track some of the responses of the writers. And finally, we examine a story from the third volume for evidence that the writers had addressed the needs of the Rwandan readers in their stories.
We argue that a semiotic perspective is urgently needed to understand how embodiment blurs binari... more We argue that a semiotic perspective is urgently needed to understand how embodiment blurs binaries such as language and action or text and context through representations of bodies and representations with bodies. Although the study of embodiment has long been present in semiotics, we consider emerging research in literacy studies that reconceptualizes the intersection of body, meanings, and representation. The embodiment of meaning through representations of the body and representations through the body is often just a potentiality or a possibility, a data source that is available for selection, whereas we see it as central to the field.
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Papers by Beth Samuelson