Editorial Pedagogy, pt. 3: Developing Editors and Designers
February 11, 2013 | Filed in: Literacies
by Cheryl Ball
It may seem tautological to say that an editorial pedagogy works well in editing and publishing classes. But, as I defined this pedagogy through an example of a writing-based classroom, in which I mentor students, students mentor each other, and students mentor me through writing for publication, in this installment, I want to clarify how an editorial pedagogy works equally well when working with students (or journal staff members, or publishers, or technical writers, or...) whose “jobs” are to make texts as perfect as possible in a given situation.
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It may seem tautological to say that an editorial pedagogy works well in editing and publishing classes. But, as I defined this pedagogy through an example of a writing-based classroom, in which I mentor students, students mentor each other, and students mentor me through writing for publication, in this installment, I want to clarify how an editorial pedagogy works equally well when working with students (or journal staff members, or publishers, or technical writers, or...) whose “jobs” are to make texts as perfect as possible in a given situation.
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Pedagogy as Publishing
April 12, 2012 | Filed in: Profession
by Charlotte Frost
Publishing and teaching can both terrify new academics, often to the point of paralysis. Their mutual support for one another is often frustrated by institutional demands. For example, the traditional workload split for full-time faculty at R1 institutions in the US is: 40% teaching, 40% research, 20% service. This division and its usual inflexibility highlights the ways that teaching and scholarly production are kept separate and distinct as forms. Yet, by looking at how publishing is teaching and teaching is publishing, we can lessen the anxiety around these activities and begin to notice how they are, in fact, co-constitutive practices. More than that, we can start to think about the open ends of these aspects of our work. The word “publishing” often implies some sort of finality, research that is finished or complete. This misses something vital about academic work.
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Publishing and teaching can both terrify new academics, often to the point of paralysis. Their mutual support for one another is often frustrated by institutional demands. For example, the traditional workload split for full-time faculty at R1 institutions in the US is: 40% teaching, 40% research, 20% service. This division and its usual inflexibility highlights the ways that teaching and scholarly production are kept separate and distinct as forms. Yet, by looking at how publishing is teaching and teaching is publishing, we can lessen the anxiety around these activities and begin to notice how they are, in fact, co-constitutive practices. More than that, we can start to think about the open ends of these aspects of our work. The word “publishing” often implies some sort of finality, research that is finished or complete. This misses something vital about academic work.
Read More...Experiments in Mass Collaboration
February 15, 2012 | Filed in: Critical Pedagogy
by Pete Rorabaugh and Jesse Stommel
We see the banking model of education in classrooms where desks are arranged in tidy rows and in every labyrinthine online class portal. Mass collaboration disrupts organizational structures imposed from the outside and encourages students to build new channels of communication and new habits of analysis. Mass collaboration pushes students out of the classroom or online class portal and into the world, where their work has more immediate relevance and a much larger audience. Finally, mass collaboration redraws the role of the instructor, shifting power dynamics and forcing students to take ownership of their own learning.
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We see the banking model of education in classrooms where desks are arranged in tidy rows and in every labyrinthine online class portal. Mass collaboration disrupts organizational structures imposed from the outside and encourages students to build new channels of communication and new habits of analysis. Mass collaboration pushes students out of the classroom or online class portal and into the world, where their work has more immediate relevance and a much larger audience. Finally, mass collaboration redraws the role of the instructor, shifting power dynamics and forcing students to take ownership of their own learning.
Read More...In Search of the "Peer" in Peer Review
January 23, 2012 | Filed in: Profession
by Pete Rorabaugh and Jesse Stommel
The word “peer” suggests a person of similar age, education, ability, etc. The word also means “to look closely” (to peer inside something), suggesting that peers are those people close enough to us (in whatever way) that they directly observe and have a vested interest in what we do, think, or say. In an academic sense, who are our peers? Are they the small set of individuals who have similar expertise? Are they our localized, departmental colleagues? Our students? Here’s a pedagogical litmus test: have you ever brought an in-progress paper into class for your students to observe, discuss, critique? If no, then why not?
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The word “peer” suggests a person of similar age, education, ability, etc. The word also means “to look closely” (to peer inside something), suggesting that peers are those people close enough to us (in whatever way) that they directly observe and have a vested interest in what we do, think, or say. In an academic sense, who are our peers? Are they the small set of individuals who have similar expertise? Are they our localized, departmental colleagues? Our students? Here’s a pedagogical litmus test: have you ever brought an in-progress paper into class for your students to observe, discuss, critique? If no, then why not?
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