We live in a data-driven world, much of it processed and served up by increasingly complex algorithms, and evaluating its quality requires its own skillset. As a component of information literacy, it's crucial that students learn how to think critically about statistics, data, and related visualizations. Here, Bauder and her fellow contributors show how librarians are helping students to access, interpret, critically assess, manage, handle, and ethically use data. Offering readers a roadmap for effectively teaching data literacy at the undergraduate level, this volume explores such topics as
Viego argues that the repeated themes of wholeness, completeness, and transparency with respect to ethnic and racialized subjectivity are fundamentally problematic as these themes ultimately lend themselves to the project of managing and controlling ethnic and racialized subjects by positing them as fully knowable, calculable sums: as dead subjects. He asserts that the refusal of critical race and ethnic studies scholars to read ethnic and racialized subjects in a Lacanian framework—as divided subjects, split in language—contributes to a racist discourse. Focusing on theoretical, historical, and literary work in Latino studies, he mines the implicit connection between Latino studies’ theory of the “border subject” and Lacan’s theory of the “barred subject” in language to argue that Latino studies is poised to craft a critical multiculturalist, anti-racist Lacanian account of subjectivity while adding historical texture and specificity to Lacanian theory.
In Deliberate Conflict: Argument, Political Theory, and Composition Classes, Patricia Roberts-Miller argues that much current discourse about argument pedagogy is hampered by fundamental unspoken disagreements over what democratic public discourse should look like. The book’s pivotal question is, In what kind of public discourse do we want our students to engage? To answer this, the text provides a taxonomy, discussion, and evaluation of political theories that underpin democratic discourse, highlighting the relationship between various models of the public sphere and rhetorical theory.
Deliberate Conflict cogently advocates reintegrating instruction in argumentation with the composition curriculum. By linking effective argumentation in the public sphere with the ability to effect social change, Roberts-Miller pushes compositionists beyond a simplistic Aristotelian conception of how argumentation works and offers a means by which to prepare students for active participation in public discourse.
The design of information literacy instruction and the building of it are two distinct skillsets and processes; yet all too often everything gets mashed together, creating needless confusion and stress. In this book Turnbow, an instructional designer, and Roth, an instructional technologist, suggest a better way to organize the work. They shed light on the people, processes, and resources required to create a sustainable portfolio of online instruction. With the goal of fostering conversations in your library about the most streamlined and effective ways to get the work done, they provide guidance on such topics as
Demystifying the instructional design and development process used to create online learning objects, this book will help you understand how instructional design principles and approaches can benefit your learners.
The argument of this collection is that the cultural and intellectual legacies of postmodernism impinge, significantly and daily, on the practice of the Writing Program Administrator. WPAs work in spaces where they must assume responsibility for a multifaceted program, a diverse curriculum, instructors with varying pedagogies and technological expertise—and where they must position their program in relation to a university with its own conflicted mission, and a state with its unpredictable views of accountability and assessment.
The collection further argues that postmodernism offers a useful lens through which to understand the work of WPAs and to examine the discordant cultural and institutional issues that shape their work. Each chapter tackles a problem local to its author’s writing program or experience as a WPA, and each responds to existing discord in creative ways that move toward rebuilding and redirection.
It is a given that accepting the role of WPA will land you squarely in the bind between modernism and postmodernism: while composition studies as a field arguably still reflects a modernist ethos, the WPA must grapple daily with postmodern habits of thought and ways of being. The effort to live in this role may or may not mean that a WPA will adopt a postmodern stance; it does mean, however, that being a WPA requires dealing with the postmodern.
Drilled to Write offers a rich account of US Army cadets navigating the unique demands of Army writing at a senior military college. In this longitudinal case study, J. Michael Rifenburg follows one cadet, Logan Blackwell, for four years and traces how he conceptualizes Army writing and Army genres through immersion in military science classes, tactical exercises in the Appalachian Mountains, and specialized programs like Airborne School.
Drawing from research on rhetorical genre studies, writing transfer, and materiality, Drilled to Write speaks to scholars in writing studies committed to capturing how students understand their own writing development. Collectively, these chapters articulate four ways Blackwell leveraged resources through ROTC to become a cadet writer at this military college. Each chapter is dedicated to one year of his undergraduate experience with focus on curricular writing for his business management major and military science classes as well as his extracurricular writing, like his Ballroom Dance Club bylaws and a three-thousand-word short story.
In Drilled to Write, Rifenburg invites readers to see how cadets are positioned between civilian and military life—a curiously liminal space where they develop as writers. Using Army ROTC as an entry into genre theory and larger conversations about the role higher education plays in developing Army officers, he shows how writing students develop genre awareness and flexibility while forging a personal identity.
Dutch is Beautiful tells the story of the fifty years of Dutch and Flemish Studies at the University of Michigan in Ann Arbor, Michigan, USA. It is an account of the efforts to promote Dutch and Flemish culture and language, as well as a description of how the teaching of Dutch language, literature, history and culture can be a tool to look at a world of diverse identities. It also offers a comprehensive overview of the beginnings of a successful program that included Dutch writers-in-residence, visiting Netherlands professors, cultural and educational events, arts, music, films, conferences and publications. Several alumni of the program look back at their college years with appreciation. Articles and essays on history, Anne Frank, and conversations on colonialism discuss critical and educational views on Dutch and Flemish Studies in past, present and future, when diversity, equity and inclusion are important goals and objectives, and public scholarship and academic activism will be a larger part of the curriculum. This book will inform, entertain, stimulate and impress everyone who is interested in the culture of the Low Countries. The title says it all!
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