Papers by Christine Tulley
The Serials Librarian
Recent studies in scholarly publishing show the academic publication lifecycle continues to under... more Recent studies in scholarly publishing show the academic publication lifecycle continues to undergo major changes. Perhaps the most significant change is that the publication process is no longer linear. Rather, the publication process has become more circular – a series of loops and connections, with some action steps repeated multiple times. Researchers, publishers, and academic librarians have all adapted their roles in response to the circular publication lifecycle, and over the past several years, these roles continue to change amidst the challenges presented by Open Access publishing, exorbitant subscription costs, transformative agreements, and other issues. Despite these challenges, however, the circular publication process represents multiple opportunities for librarians and researchers to build increasingly collaborative partnerships charged with moving authors from idea to publication. During this session, we will explore these opportunities further by examining several potential, unique methods for librarians and researchers to work collaboratively at any number of steps in the publication process. In addition to sharing collection prioritization tips and scenarios in which librarians may discuss publishing goals with researchers, we will also discuss training models in which librarians assist tenure-track faculty with other facets of the publication process beyond data access and discovery.
How Writing Faculty Write: Strategies for Process, Product, and Productivity
How Writing Faculty Write: Strategies for Process, Product, and Productivity, 2018
Much of our scholarship within the field of rhetoric and composition focuses on how writing "happ... more Much of our scholarship within the field of rhetoric and composition focuses on how writing "happens." We've studied the composing processes of twelfth graders, first-year composition classes, adult learners, workplace writers, community college students, non-native speakers, and the incarcerated, among other populations. We've even studied faculty writers from other disciplines (for two examples, see Eodice and Geller 2013 and Thaiss and Zawacki 2006). But the writing processes rhetoric and composition faculty use to compose the intellectual labor and scholarship of our field-the oft-cited monographs, the award-winning articles, the textbooks, the edited collections, and the new media essays that include films, images, sounds, and hyperlinks-are largely a mystery. In short, we know very little about how writing faculty write. This lack of self-study of our own writing habits is disconcerting for several reasons. For one, writing is our field of study. The field of rhetoric and composition investigates the most effective composing strategies under a variety of conditions and within a range of contexts. From the research we conduct and the textbooks we publish, writing faculty, we might assume, "know" the tricks of effective writing and how to navigate issues that faculty of all disciplines often struggle with: combatting writer's block, juggling multiple deadlines, representing research accurately and fairly, etc. We might even assume that writing faculty have more tools for academic writing success than faculty in other disciplines. Because rhetoric and composition faculty share the writing challenges of the interviewees featured here: no time to write, heavy teaching loads, etc., learning the strategies successful faculty writers use within a variety of contexts is key for understanding how to ground and potentially improve faculty writing practices within the discipline. Yet beyond preliminary research by Wells (2015) and Soderlund (2015) and a few essays on how collaborative academic writing between writing faculty affects careers in the field (see
How Writing Faculty Write: Strategies for Process, Product, and Productivity, 2018
How Writing Faculty Write: Strategies for Process, Product, and Productivity, 2018
Effective undergraduate writing teacher education often hinges on successful execution of the wri... more Effective undergraduate writing teacher education often hinges on successful execution of the writing methods course (WMC). Though now a familiar topic in the Journal of Writing Teacher Education, the establishment of the undergraduate writing methods course is a relatively new development within college English departments. While calls for the course existed as early as 1923 (Breck), citing a need to wean new teachers from textbook advice about writing, sustained interest did not emerge until the late 1950s. Prior to this time, English education majors occasionally took a "general" English education methods course as a tentative link between content (English) and pedagogy (education). The connection between English and education was not strong as students sometimes received contradictory advice from the "imperfectly coordinated" areas (Harvard University Committee on the Preparation of Teachers for Secondary Schools 1942, 40). Though the general English education methods course attempted to cover all elements of secondary English, including composition, in practice the WMC "was mostly concerned with literature" (Tremmel 2002, 7). For example, The National Council of Teachers of English (NCTE) found in a 1960 survey the general methods course spent more time on literature than the teaching of grammar and composition combined, with 89% of schools offering a general English Education methods course spending less than five weeks on composition instruction (NCTE 1961). NCTE argued that there was a clear relationship between a lack of in depth training to teach composition and the general status of English teachers in 1960. Secondary English teachers were underprepared and overworked in the area of writing, yet one report noted that over a third of methods courses "frankly ignore problems in the teaching of composition" (NCTE 1961, 74). As a potential antidote to this lack of writing teacher training, The NCTE Curriculum Commission called for an advanced composition course for teachers that focused specifically on the pedagogy of writing (Grommon 1963). While 50% of departments required or offered advanced composition course for teaching majors by 1968 the majority focused on the writing of teacher versus actual methods of teaching composition (Grommon 1968
The Journal of Faculty Development, 2013
Teaching Writing the Journal of Writing Teacher Education, 2013
M;«.TaylorandEsaSaarinen note in Imagologies, "To sell your product, you must get down to bu... more M;«.TaylorandEsaSaarinen note in Imagologies, "To sell your product, you must get down to business and take advertising and marketing seriously. The discourses of scholarly achievementnot only define the wrong agenda but have no promotional strategy. Ifreason is to be practical in simcult, it must be electrified" (9). Selling a course such as E-Rhetoric, a course with only a recent history, therefore, would seem to demand a promotional agenda that echoes and enacts the electronic (e-) nature of the course. It is ironic then that a class on/using electronic discourse can only fill ifadvertised by flyers, as students consistently remain suspicious ofa course with the title "ERhetoric" (despite its brief threeyear history in the course catalog) and need standard course advertisingto bravely register. 1 The combination of the traditional subject matter, rhetoric, in a nontraditional
Journal of Business and Technical Communication, 2011
The podcast is a unique configuration of IText precisely because it foregrounds sound in the curr... more The podcast is a unique configuration of IText precisely because it foregrounds sound in the current cultural moment of secondary orality. This return to an oral—aural tradition offers several unique benefits. Podcasts adapt well to today’s unstructured work spaces. Moreover, podcasts blur boundaries between virtual and face-to-face communication and virtual and physical spaces. Finally, podcasts are fragmented, reflecting the fluidity of previous ITexts; yet, unlike ITexts, podcasts mostly exist as complete, scripted texts. This article raises questions concerning what the podcast contributes to overall knowledge of how texts are mediated through evolving information technologies.
Computers and Composition, 2013
ABSTRACT
Teaching Writing with Computers: An Introduction. …, 2003
How Writing Faculty Write: Strategies for Process, Product, and Productivity, 2018
Pedagogy, 2009
In this essay, Tulley and Blair combine instructional and editorial perspectives to analyze how t... more In this essay, Tulley and Blair combine instructional and editorial perspectives to analyze how the process of digital composing reshapes often entrenched notions of authorship and composing practice within the English major by having students reenvision a traditional print genre, the book review, in digital space.
Computers and Composition, 2002
Although technology can be a source of anxiety for both students and teachers new to electronic w... more Although technology can be a source of anxiety for both students and teachers new to electronic writing environments, much research shows that for women and girls, this anxiety is compounded by traditional gender-power dynamics that often position technology as male, and by the development of technological literacy as a product to be mastered rather than a process to be nurtured. Drawing on research in feminist critical pedagogies, the politics of online communication, and recent calls for gender-fair curricula and the recruitment and retention of women and girls in technology-related fields, this article questions the extent to which we can teach web-based literacy technologies and also foster technological mentoring. Part of our proposed mentoring process involves the role of narrative as both a methodology and a pedagogy that allows women and girls to voice their technological literacy histories and literacy acquisition. We include our own literacy, technology, and teaching narratives, profiling both a graduate seminar in computer-mediated writing pedagogies and a Cybergrrl pilot study in which eight junior high girls learned to create web sites for family and friends. Ultimately, we suggest curricular guidelines for moving from mastering to mentoring.
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Papers by Christine Tulley