[Njcea] Fw: CFP: Essay Collection: Learning, Literacy, and Knowledge at the Community College

[bastet801 at att.net]

Since many of you teach at community colleges (or even if you don't), you may 
find the below of interest.
 M. L. Plochocki 


(plo-hots-kee) 



----- Forwarded Message ----
From: H Ostman <h.e.ostman at GMAIL.COM>
To: WPA-L at ASU.EDU
Sent: Wed, July 7, 2010 9:06:20 PM
Subject: CFP: Essay Collection: Learning, Literacy, and Knowledge at the 
Community College

Dear Colleagues:
Please post--
Thanks!
Heather Ostman & Heidi Johnsen

CFP: Learning, Literacy, and Knowledge at the Community College

Submissions are sought for a collection of essays that explores the
intersections of literacies and the building of knowledge in the
community college classroom. The collection will look at the various
ways knowledge is acquired through writing and how that learning is
acknowledged/reflected upon by students and used for further knowledge
building.

Questions contributors may want to consider include, but are not limited to:

In what ways is the acquisition of knowledge different at a community
college from a four-year institution? What accounts for those
differences?  If there are no differences, how can this be
demonstrated?

How does the use of technology (or the restricted use of technology)
affect student learning?  What innovative ways have community colleges
adapted technology in an effort to engage students?

How do material challenges (e.g. the need to work, lack of study
space, limited computer access, etc) affect knowledge acquisition?

How do community college students engage with the community while
learning? Does this occur more than for students at 4-year
institutions?

How do community college composition teachers adjust their pedagogy to meet
the needs of a student body less often prepared for college-level work?

What types of knowledge emerge in the community college classroom
(examples of subjugated/situated/emergent/etc.) and what are the
intersections with writing?

What kinds of writing assignments encourage the demonstration of
non-traditional concepts of knowledge?

What kinds of writing assignments or classroom-based activities build
on prior knowledge students bring to the community college classroom?

How are instructors using reflective practice in the community college
classroom? What challenges are met? What unexpected successes have
been encountered?


Please submit abstracts of no more than 500 words to Heather Ostman
(Heather.Ostman at sunywcc.edu) and Heidi Johnsen
(hjohnsen at lagcc.cuny.edu) by September 30, 2010.

Completed essays (20-25 pages) will be due January 3, 2011.
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