Rowman & Littlefield Publishers
Trim: 6⅜ x 9⅜
978-1-4758-2821-4 • Hardback • February 2017 • $82.00 • (£63.00)
978-1-4758-2822-1 • Paperback • February 2017 • $41.00 • (£32.00)
978-1-4758-2823-8 • eBook • February 2017 • $39.00 • (£30.00)
Matthew Kim, Ph.D., is chair of the English Department at Eagle Hill School, a boarding school for students with learning diversities located in Hardwick, MA. Dr. Kim teaches writing and literature courses to students in grades 8-12.
Russell Carpenter, Ph.D., is Executive Director of the Noel Studio for Academic Creativity and Associate Professor of English at Eastern Kentucky University. He is editor of the Journal of Faculty Development.
Preface: Our Journeys Toward Understanding the Significance of Writing Studio Pedagogy
Matthew Kim and Russell Carpenter
Chapter One: The Interdisciplinary Trajectories of Writing Studio Pedagogy
Matthew Kim and Russell Carpenter
Chapter Two: Technological Adaptations in Firstspace: Or, A Studio by Any Other Name . . .
Karla Saari Kitalong
Chapter Three: Using Writing Studio Pedagogy to Transcend Teaching Spaces
Emily Hensley, Rachel Winter, and Shane Richardson
Chapter Four: Keeping History Alive: Integrating Writing Studio Pedagogy into the History Classroom
Chapter Five: Enacting Writing Studio Pedagogy in the Music Studio
Chapter Six: The Flexible Center: Embracing Technology, Open Spaces, and Online Pedagogy
Shawn Apostel and Kristi Apostel
Chapter Seven: Cross-Institutional Collaborations and Writing Studio Pedagogy
Kevin Dvorak and Jaimie Crawford
Chapter Eight: STEM Students and the Design of Writing Studio Pedagogy
Chapter Nine: The Flexible Writing Classroom as a Site for Pedagogical Reflection
Dana C. Gierdowski
Chapter Ten: Fostering Writing Studio Pedagogy in Space Designed for Digital Composing Practices
Lindsay Ann Sabatino
About the Editors
About the Contributors
Any learner, anytime, anywhere. The writing studio pedagogy as democratic learning is portable and inspiring. The chapters here are focused and applicable, offering many ways to view, incorporate, and learn from the writing studio pedagogy. This text is equally relevant to me as a writing center administrator and instructor, challenging me quite brilliantly to rethink space, place, and rhetorical intersections under this new theoretical lens.
— Laura Benton, Writing Center Coordinator, Caldwell Community College and Technical Institute
This new edited collection not only offers a solid introduction for those new to the concept of writing studio pedagogy, but it also points to the most current developments in this field—in which space and technology come together to create exciting opportunities for student learning. Employing case studies as well as theoretical explorations and other methodologies, these essays are useful for a wide variety of settings – from high schools to large research universities, from the humanities to the sciences. Furthermore, each chapter is well written and fueled with a real excitement for “learning by doing.” As a writing center director at a small liberal arts college, I look forward to reconceptualizing our program via the concepts offered in Writing Studio Pedagogy: Space, Place, and Rhetoric in Collaborative Environments.
— Scott Whiddon, Writing Center Director and Associate Professor of Writing, Rhetoric, and Communication, Transylvania University
As the field of peer tutoring grows and becomes more complex, this important book fills a gap in our collective understanding of our pedagogy and the bridges our work can create in learning spaces for diverse students, particularly in the secondary school context. Here is a collection of voices that will help us all to become better teachers and advocates across content-area classrooms and throughout our physical and digital spaces. As someone who trained hundreds of tutors and who is now transitioning back into the classroom, this book is a welcome reminder that our teaching and learning spaces must be designed for every student. This book is a great resource for all of us who seek to make our classrooms more equitable and flexible spaces for students.
— Andrew Jeter, Niles West High School