12:00 PM12:00

December Works-in-Progress: Melissa Bugdal

Join us online as Melissa Bugdal shares about her current research project, “Writing Knowledge Transfer from Basic Writing to Workplace Writing.”

Abstract: Research has been done on writing knowledge transfer in several contexts, including first-year composition to later writing experiences, high school to college transitions, and writing across the curriculum contexts. Likewise, workplace writing is well studied in several contexts and settings. However, the transitions and transfer of writing knowledge for a group that initially placed into a basic writing college course and are now approaching new workplace writing contexts has yet to be thoroughly investigated. My dissertation followed a cohort of 6 students across the first two years of their college writing experience at a large, research-intensive, land grant institution in the northeast region of the USA. This research led to a broader longitudinal study of these writers throughout their full time as college students (including taking courses at branch campuses and community colleges). 4 of the 6 participants have expressed interest in continuing with the study into a workplace writing context, as they make the transition from students to employees, which will constitute the next stage of this longitudinal research project.

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1:00 PM13:00

January Works-in-Progress: Catherine Compton-Lilly

Join us online to hear Catherine Compton-Lilly share her current research, “Microaggressions across Time: A Documentation of Longitudinal Inequity.”

Abstract: This presentation draws on data from a ten-year study to explore forms of microaggression reported by family members as children moved through elementary school and into middle and high school. I open with reflection on my positionality as a former White teacher in a school that served almost exclusively African American children. A grounded analysis of the data is used to identify four types of microaggressions that recur across the longitudinal study. The focus is on microaggressions that were salient to the children and their families. A set of mega-aggressions that were particularly severe and had devastating effects on students’ academic outcomes are then presented. The paper ends with a focus on one student, Alicia, and the cumulation of microaggressions across her school trajectory. This paper reveals inequity as a longitudinal construction involving the cumulation of microaggressions and mega-aggressions experienced by African American students who live in high poverty communities and attend poorly funded schools.

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6:30 PM18:30

Lifespan SIG at the CCCCs

Join us for the inaugural Lifespan Writing Special Interest Group at the Conference on College Composition and Communication in Pittsburgh, PA (Room 411). If you’d like to join us for dinner afterwards (details TBD), please RSVP to lifespanwriting[at] by March 7. All conference attendees are welcome.

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12:00 PM12:00

November Works-in-Progress: Sandra Tarabochia

Join us online as Sandra Tarabochia shares about her current research project, “Self-Authorship and Faculty Writers’ Trajectories of Becoming.” Details for joining us on Zoom are below.

Abstract: This presentation examines preliminary findings from a longitudinal research study designed to uncover the learning pathways of faculty writers and considers self-authorship as a framework for theorizing faculty writers’ “trajectories of becoming” (Prior 2018). With epistemological (how we know), interpersonal (how we relate to others) and intrapersonal (how we understand ourselves) dimensions (Kegan, 1994; Baxter Magolda, 2001), self-authorship is a promising lens for understanding the experiences of writers transitioning to faculty positions; yet no studies have been conducted toward that end (Werder, 2013). Therefore, using the Subject Object Interview protocol (Kegan et al., 1982; Lahey, et al., 2011) to gather data from faculty writers and qualitative coding methods to analyze transcripts (Saldaña, 2016), my research examines self-authorship as a flexible construct for revealing multiple dimensions of faculty writer development. Findings challenge traditional faculty support efforts focused on writing and research productivity, asking instead how we might create environments that cultivate diverse, holistic processes of becoming.

Zoom Topic: Lifespan WIP

Time: Nov 15, 2018 12:00 PM Eastern Time (US and Canada)

Join from PC, Mac, Linux, iOS or Android:

Or iPhone one-tap :

US: +16468769923,,8936497650# or +16699006833,,8936497650#

Or Telephone:

Dial(for higher quality, dial a number based on your current location):

US: +1 646 876 9923 or +1 669 900 6833

Meeting ID: 893 649 7650

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12:00 PM12:00

October Works-in-Progress: Lauren Rosenberg

Join us online for Lauren Rosenberg’s presentation, “Tracing the Tributaries: Qualitative Literacy Research in Lifespan Studies.”

This presentation focuses on my ongoing research relationship with a group of older adult learners and the ways our interactions continue to change shape across time. At this point, I have known the 4 participants who were in my original study of adult learners writing in informal educational settings since 2005. The initial study concluded in 2006; however, I conducted follow-up interviews and collected writing samples from participants for 4 more years. In 2015, the study was published in a monograph (The Desire for Literacy: Writing in the Lives of Adult Learners). I continued my interactions with the participants in non-research meetings (2015) that led to my new interest in revisiting as a methodology (article under review). The encounters I describe here suggest possibilities for valuing interactions with participants as a means of complicating and extending the research process after publication and shedding light on how we understand the fundamental nature of writing partnerships. Subsequently, I conducted a second study with one participant (Chief) and his spouse (Shirley) in 2018. An article based on that study (“’Still Learning’: One Couple’s Literacy Development in Older Adulthood”), which takes a lifespan perspective, is forthcoming in a special issue of LiCS. The next project I intend to propose will zoom in on the ongoing writing development of Shirley across her lifetime. Although each piece of this research has had its individual objectives, I am interested in looking at the research as a whole in terms of lifespan longitudinal studies. I use the metaphor of a river flowing organically into tributaries to describe this work, which seems to take unexpected pathways based on the conditions of people’s lives, time and aging, and my own career path.

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