Graduate students writing on their own often struggle with knowledge production and identity conflicts. Conversely, writing with others presents its own set of challenges, as collaborators struggle to define roles and expectations. To systematically foster and teach collaborative writing practices for graduate students, we performed a self study…

In order to better understand how the full range of students' semiotic resources may be marshalled for learning, we analyse the role of interpretive claim-making across fandom and disciplinary communities. Using a framework of syncretic literacies with a focus on navigation, we analyse data from a series of writing conferences in a U.S.-based,…

University students can become overwhelmed and hopeless as they pursue their final capstone writing projects. They are also navigating trying times of overlapping crises such as poverty, environmental decay, and war. To address these challenges, our Capstone Writing Groups (CWG) are designed to develop students' writerly competence and enhance…

English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutierrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call "Civics English." In this dissertation, I describe…

Despite growing interest in exploring the application of chatbots in language education, studies on the process of chatbot-assisted language learning are scant. This qualitative study uses activity theory to understand how English as a foreign language students engage with a chatbot, Argumate, when composing argumentative essays. Five Chinese…

The purpose of this practitioner-based self-study was to examine critical race pedagogy (CRP) in online course instruction and design. This was a qualitative study that used narrative inquiry and grounded theory methodological approaches to explore my Africana literature courses taught in an asynchronous online instructional mode of delivery…

This process and outcome qualitative study describes and critically assesses the experiences of the faculty who participated in the one-semester FLC addressing CLTs through a content analysis of individual narratives completed at the end and ten months after the FLC ended. The existence and contributions of four prerequisites for successful…

Past experiences as mathematics learners play a critical role in the way mathematics teachers consider what it means to know, do, and teach mathematics. Thus, under-standing past experiences and ways to work with them in teacher education is a critical concern. Using phenomenological inquiry, we investigated moments of shift that occur along one's…

As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated…

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students' writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice…

Building on studies of alternative rhetorics, this article envisions personal writing pedagogy as a relational endeavor that fosters rhetorical alliances among disparate communities. I detail a particular course design through which "personal reflection" becomes a means of enacting more radical forms of belonging.

This study investigates a service-learning program for university students seeking teacher certification examined through the lens of sociocultural theory. Data was collected from teacher candidates (TCs) in the form of surveys and an open-ended writing assignment. Administrators from the partner schools were also interviewed to provide their…

Teacher educators strive for student engagement in their pre-service curricula. Recent studies of university-level engagement have focused on the need for active learning pedagogies. Grounded in anti-deficit approaches that are relevant, responsive, and sustaining for diverse cultures and literacies, this article discusses the use of…

Collaborative learning theory points to knowledge construction as an outcome of peer interaction, justifying widespread implementation of collaborative activities (like small group discussion) that scaffold toward individual writing projects. This article offers a qualitative investigation into the process of collaborating with peers and the…