The books under review here envision models of professional development not as episodes of developing skills or training faculty to conform to changing laws, rules, and pet projects of administrators, but rather as collaborative processes of education and reflection that encourage faculty to rethink their practices. They draw on research in composition theory and pedagogy, suggesting that more effective learning takes place when teachers trust learners to consider their own need for knowledge, invite learners to devise variations and applications of received knowledge, and resist keeping things simple to be sure they are correct. Applying different focuses, these books consider how to put teacher-learners at the center of the process of their own professional development. Jeffrey Jablonski argues that the expertise developed in composition studies needs to be recognized and respected in initiatives to implement Cross-Curricular Literacy programs. The writers of The Everyday Writing Center consider how, in the midst of increased professionalization, to maintain the serendipitous—even carnivalesque, at times—learning and teaching that the intimate and nonhierarchical space of a writing center can foster. And the collective wisdom in The Writing Center Director's Resource Book surveys the current state of writing center theory and practice, providing a reflective guide for developing the expertise of writing center administrators, who are (or could be) leaders in campus faculty development efforts.

The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.

It has become increasingly clear that U.S. faculty cannot afford to remain insular about global issues in teaching and the forces that are shaping them. At the same time, our desire to address or resist those issues, to join in or to find alternatives, needs to be contextualized. The three edited collections reviewed here address globalization of higher education in Australia, writing instruction in higher education in the United Kingdom, and interdisciplinary collaboration in U.S. higher education. The three bring different perspectives to current U.S. discussions of internationalization and interdisciplinary work in higher education and allow us to better understand issues in other cultures and disciplines while critically examining our own through new lenses.

This article shows how digital archives can enrich the humanities classroom; I trace the collaborative creation of “I Remain”: A Digital Archive of Letters, Manuscripts, and Ephemera at Lehigh University, demonstrating how the archive engaged students' different learning styles, causing them to interrogate the way history is represented and processed.

This essay explores the potential for wikis in English classrooms and writing pedagogy through discussion of a class project involving Wikitravel. Topics include the influence that wikis have on collaboration, an example of networked writing, and the role of writing with technology in knowledge creation.

Research Article| October 01 2007 The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization Jonathan Bate; Jonathan Bate Search for other works by this author on: This Site Google Susan Brock Susan Brock Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 341–358. https://doi.org/10.1215/15314200-2007-004 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jonathan Bate, Susan Brock; The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization. Pedagogy 1 October 2007; 7 (3): 341–358. doi: https://doi.org/10.1215/15314200-2007-004 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2007 Learning Unbound: Using Moos for Classroom Collaboration Jason B. Jones; Jason B. Jones Search for other works by this author on: This Site Google Scott Ellis Scott Ellis Search for other works by this author on: This Site Google Pedagogy (2007) 7 (2): 258–264. https://doi.org/10.1215/15314200-2006-034 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jason B. Jones, Scott Ellis; Learning Unbound: Using Moos for Classroom Collaboration. Pedagogy 1 April 2007; 7 (2): 258–264. doi: https://doi.org/10.1215/15314200-2006-034 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

The Workshop In June 2004, the Associated Colleges of the Midwest (ACM), supported by a grant from the Andrew W. Mellon Foundation, sponsored an information literacy workshop for literature faculty. The workshop, attended by faculty, librarians, and instructional technologists from several of the private liberal arts colleges in the ACM consortium, provided a collegial setting for discussing best practices for information literacy instruction. Specifically, the group worked together to develop assignments that teach information literacy and literature in mutually reinforcing ways, assignments that move beyond the research paper so that information literacy forms a symbiotic relationship with the literature we teach. We discussed ways to use information literacy instruction not merely to train students in the skill set of locating relevant information for the purposes of literary studies but rather to foster in them better thinking and reading habits of mind. The assignments we present below developed out of this workshop. They reflect our commitment to approaching information literacy as a mode of critical thinking and thereby to encouraging its practice as a habit of active learning.

Research Article| October 01 2006 Debt in the Teaching of World Literature: Collaboration in the Context of Uneven Development Tanya Agathocleous; Tanya Agathocleous Search for other works by this author on: This Site Google Karin Gosselink Karin Gosselink Search for other works by this author on: This Site Google Pedagogy (2006) 6 (3): 453–473. https://doi.org/10.1215/15314200-2006-005 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Tanya Agathocleous, Karin Gosselink; Debt in the Teaching of World Literature: Collaboration in the Context of Uneven Development. Pedagogy 1 October 2006; 6 (3): 453–473. doi: https://doi.org/10.1215/15314200-2006-005 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| April 01 2001 Technology, Collaboration, and Dialogue: A Librarian's View Helene Williams Helene Williams Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 425–428. https://doi.org/10.1215/15314200-1-2-425 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Helene Williams; Technology, Collaboration, and Dialogue: A Librarian's View. Pedagogy 1 April 2001; 1 (2): 425–428. doi: https://doi.org/10.1215/15314200-1-2-425 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Dialogic Classroom: Teachers Integrating Computer Technology, Pedagogy, and Research You do not currently have access to this content.