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Writing Studio Pedagogy

Space, Place, and Rhetoric in Collaborative Environments

Matthew Kim and Russell Carpenter

Writing Studio Pedagogy (WSP) breaks from the tradition of teaching and responding to writing in traditional ways and moves the teaching and learning experience off the page and into engaging spaces in multiple ways, which can enhance the composing process. Through this collection, scholars interested in rethinking approaches to teaching, writing pedagogy, and innovative learning will find new ways to challenge their own understandings of space, place, and collaboration.
WSP involves an attention to space and place in the development of rhetorical acts by focusing on the ways in which they enhance pedagogy.
This book takes a unique opportunity to return to pedagogy as the foremost priority in any learning space. Educators might preference WSP for its emphasis on student-centeredness by creating productive interactions, intersections, and departures that arrive from prioritizing learning. WSP acknowledges the centralized role of students and teachers as co-facilitators in learning and writing. These threads are intentionally broad-based, as the chapters contained in this book speak to the complexity of WSP across institutions.
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Rowman & Littlefield Publishers
Pages: 238Size: 6 x 9
978-1-4758-2821-4 • Hardback • February 2017 • $70.00 • (£47.95)
978-1-4758-2822-1 • Paperback • February 2017 • $35.00 • (£23.95)
978-1-4758-2823-8 • eBook • February 2017 • $33.00 • (£22.95)
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
Jane Alwis

Chapter Five: Enacting Writing Studio Pedagogy in the Music Studio
JongHun Kim

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
Karen Head

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

Jim Kalmbach

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