A REVISIONARY APPROACH TO CROSS-CURRICULAR LITERACY WORK

In this dissertation, I use qualitative research methods to study relationships between compositionists and faculty in other disciplines in the context of cross-curricular literacy (CCL) work. Drawing on a two-year CCL project in the biology department, for which I was a participant observer, I argue that compositionists need to attend more carefully to issues that influence day-to-day interactions with disciplinary faculty in order to develop more meaningful CCL relationships. Toward that end, I offer a revisionary approach to cross-curricular literacy work that cultivates complex relationships by delaying consensus and embracing disconnection and disorientation. More specifically, I employ revisionary stance as a discursive strategy to complicate three key concepts in CCL literature and scholarship—expertise, change, and outcomes. I re-vision three texts produced during my time in the biology department in order to illuminate the complexities of negotiating expertise, recognizing change, and pursuing outcomes in CCL contexts. Given the reciprocal relationship between discursive and material change (Lee), I maintain that revision of CCL discourse can inspire revision on a pedagogical level, shaping how compositionists and disciplinary faculty participate in CCL interactions. Thus, a revisionary approach leads me to conceptualize revisionary pedagogy for cross-curricular literacy work. I theorize revisionary pedagogy as a means of fostering pedagogical relationships in CCL contexts, complicating how relationships are framed in traditional Writing Across the Curriculum/Writing in the Disciplines scholarship. The literature advances three main conceptual models of CCL, each of which embraces expertise, change, and outcomes in ways that sponsor potentially problematic relationships between compositionists and disciplinary faculty. I draw on Composition scholars’ rich conceptualization of revision (Jung; Lee; Welch) and pedagogy (Kameen; Qualley; Stenberg) to challenge the litany of next-best models and imagine alternative possibilities for relationships in CCL contexts. Revisionary pedagogy is a means of approaching material circumstances that reconstitutes how compositionists and disciplinary faculty conceive of and participate in CCL relationships.

Holling Family Award Reception

John Holling, a 1912 graduate of the University of Nebraska who died in 1988, established the "Peter and Anna Holling Fund" in 1973 with his sisters, Hattie and Elvena Holling, the only other surviving children at the time. Their siblings, Gustave, Emil, and Rose also had contributed to the estate. The Hollings were a pioneer farm family of German-Danish descent. Peter Holling settled in the Grand lsland area in the 1870s after missing a westbound Union Pacific work-train that he had originally boarded in Iowa.

Family, Youth and Community Partners Luncheon With Senators

Good afternoon. I am so pleased to be here with you today. I welcome this opportunity to talk with you about how University of Nebraska Cooperative Extension, part of the Institute of Agriculture and Natural Resources at the University of Nebraska – Lincoln, works with Nebraska’s at-risk families. I’m extremely proud of our work to help families meet their needs and develop and strengthen skills they can use to better share in Nebraska’s good life.

Bovine Tb Eradication Project – Recognizing Hot Button Issues

The Michigan Departments of Agriculture, Community Health, and Natural Resources, US Department of Agriculture (USDA) and Michigan State University work cooperatively together as the bovine TB eradication project partners. The interagency group combines expertise in epidemiology, veterinary and human medicine, pathology, wildlife biology, animal husbandry, regulatory law and policy and risk communications. The stakeholders, those impacted by the disease, include agriculture and tourism industry representatives, “Mom-and-Pop” businesses, hunters, wildlife enthusiasts, farmers, Local Health Departments and legislators. The regulatory agencies are the above mentioned project partners, excluding MSU and USDA Wildlife Services, both of which offer services to agencies and stakeholders. Eradicating bovine TB would not be difficult if there were no social issues surrounding it. The economy, hunting traditions, animal management, tourism and human health are all impacted by regulatory response to the disease. Often the social issues play a large role in decision making, therefore it is important to understand your clientele and anticipate public reaction to policy changes and requirements.

IANR Recognition Luncheon, Dinsdale Family Faculty Awards, and IANR Team Award Presentations

What a pleasure it is to come together to recognize and celebrate Outstanding work of members of our IANR community. Today we celebrate excellence as we present two Dinsdale Family Faculty Awards, as well as our IANR Team Award.

Ianr Awards Luncheon: Dinsdale Family Faculty Awards

What a pleasure it is to come together here to recognize and celebrate outstanding work of members of our IANR community.

The NEBLINE, October 1998

Contents: Character Counts! for everyone Growing hardy bulbs Tree planting snafus Timely care of hardy chrysantheums Mole, mole, go away Termite control options: baits vs. barriers? Celebrate America Recycles Day Household hazardous waste collection: November 7 It's time for your annual “pest-proof” check-up Removing skunk odor Temporary/emergency grain storage options Control leafy spurge Fall clean-up of warm-season grasses The first frost, the last hurrah Pasture weed control What is this thing called winter desiccation? Dormant planting grasses and legumes Finding facts about vegetables and fruits Healthy Eating: No-Crust Pumpkin Pie Focus on Food Preparing for the winter food olympics! Family & Community Education News FCE: Jean's Journal Household Hints Furniture workshop AARP offers 55 Alive—Mature Driver Course Caring for athletic uniforms Halloween safety 4-H Bulletin Board Character Counts! Super Day Camps 4-H CAN Fight Hunger Food Campaign 4-H Shooting Sports meeting Holiday gifts needed 4-H Volunteer Forum Make a Difference Day Engineering and Technology 4-H Club Put us to work, please! Lancaster County Born and Raised beef SERIES fun America Recycles Day Livestock judging teams excel at state Lemke and Nisley place University of Nebraska Speakers Bureau announced Public notice Community Resource Directory available E.N. Thompson Forum on World Issues

Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.