Research Article| October 01 2009 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2009) 9 (3): 385–387. https://doi.org/10.1215/15314200-2009-001 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 Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2009; 9 (3): 385–387. doi: https://doi.org/10.1215/15314200-2009-001 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal You do not currently have access to this content.

The publication of E. D. Hirsch's Cultural Literacy and Allan Bloom's The Closing of the American Mind in 1987 represented an exceptional moment, an opportunity for disciplinary and institutional reflection about the role and function of English studies, rhetoric and composition, the humanities and the academy writ large. The crucial moment demanded not only that we consider the merits of a variety of curricular ideals but also that we question the assumptions driving higher education in the United States. In Symposium: Revisiting the Work of Allan Bloom and E. D. Hirsch Jr., four articles and a response by Hirsch make an opportunity for self-reflection: if we can agree that a liberal education should be a liberating one, what do we mean by liberation and what sorts of people might that particular vision of freedom produce?

Creating a group paper has always made unusual demands on students as they figure out their role in the process of collaborative authorship. Inviting writers to work with newer technologies, such as online word processors and wikis, can provide opportunities to make the process and outcomes of collaboration more transparent. In this article, collaborative writing approaches that use a number of Web-based tools are discussed, including cooperative synchronous writing with Google Docs, inquiry-based writing with wikis, multigenre writing in response to literature, and collaboratively constructed study guides.

This article considers why, in the wake of Ernest Boyer's work, the promise of a transformation of university teaching has not been broadly realized and what that implies for faculty development projects. It discusses the assumptions that place the professional development of teaching outside of disciplinary boundaries, both literally and figuratively, and considers the consequences of that placement. It then turns to the scholarship of teaching and learning, considering what it offers to and implies about the disciplinary practices it proposes to transform. In response to this examination, the essay proposes that the Boyer Report attempted to alter teaching by arguing that teachers and the systems that support them needed to change, an argument that failed to convince college faculty to change. The article concludes with the proposal that the real exigence facing college faculty is that the way students raised in a culture saturated in electronic media learn is dramatically different than the way people learned a generation ago. That shift in learning is the exigence that requires a transformation of teaching.

In this issue, you will have the opportunity to read an unusual piece in our Reviews section.Written by the University of Illinois Urbana-Champaign Pedagogy Collective, it is a coauthored, multivoiced text that rehearses descriptions of a set of key terms taken from the authors' reading of professional writings on teaching. 1The collective was formed during a required course for graduate students seeking to teach a literature course in the English department.As they describe it, "The major goal for this course was to introduce students to the critical debates in literature pedagogy."As such, students were asked to synthesize their learning through writing a critical book review and a teaching philosophy with an annotated bibliography.Using excerpts from the students' teaching philosophies, the review essay in this issue was organized to expose and elaborate those "critical debates in literature pedagogy."Reading this essay from the UIUC Pedagogy Collective reminds us of how difficult it is to construct a philosophy of teaching.While on the job market, most of us have to write something like a teaching philosophy or create an introduction to a teaching portfolio.At the very least, we are asked in interviews such questions as, "Explain your approach to teaching the introductory survey."How do we construct such overarching philosophy statements without sounding naive, overly idealistic, or abstract?If we embrace an antifoundationalist pedagogical stance (and even if we don't), how do we employ the stance we take?When we turn to theorists (say, to Paolo Freire or Gerald Graff, two whom the collective mentions), do we really believe (that is, enact) the principles they espouse?

Other| October 01 2007 Guest Editors' Introduction Ben Knights; Ben Knights Search for other works by this author on: This Site Google Nicole King Nicole King Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 323–333. https://doi.org/10.1215/15314200-2007-002 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ben Knights, Nicole King; Guest Editors' Introduction. Pedagogy 1 October 2007; 7 (3): 323–333. doi: https://doi.org/10.1215/15314200-2007-002 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 Thinking Critically About Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels Donald C. Jones Donald C. Jones Search for other works by this author on: This Site Google Pedagogy (2007) 7 (2): 207–221. https://doi.org/10.1215/15314200-2006-031 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donald C. Jones; Thinking Critically About Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels. Pedagogy 1 April 2007; 7 (2): 207–221. doi: https://doi.org/10.1215/15314200-2006-031 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 Issue Section: Symposium: Cluelessness and Difference in the Literature Classroom You do not currently have access to this content.

Other| April 01 2007 Editors' Introduction: Commitment in Higher Education's “New Environment” Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2007) 7 (2): 151–155. https://doi.org/10.1215/15314200-2006-026 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Commitment in Higher Education's “New Environment”. Pedagogy 1 April 2007; 7 (2): 151–155. doi: https://doi.org/10.1215/15314200-2006-026 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 Cluelessness and the Queer Classroom Donald E. Hall Donald E. Hall Search for other works by this author on: This Site Google Pedagogy (2007) 7 (2): 182–191. https://doi.org/10.1215/15314200-2006-029 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donald E. Hall; Cluelessness and the Queer Classroom. Pedagogy 1 April 2007; 7 (2): 182–191. doi: https://doi.org/10.1215/15314200-2006-029 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. 2007 Article PDF first page preview Close Modal Issue Section: Symposium: Cluelessness and Difference in the Literature Classroom You do not currently have access to this content.

Other| January 01 2007 Guest Editor's Introduction: Perspectives on a Master Teacher James Phelan James Phelan Search for other works by this author on: This Site Google Pedagogy (2007) 7 (1): 3–4. https://doi.org/10.1215/15314200-2006-014 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation James Phelan; Guest Editor's Introduction: Perspectives on a Master Teacher. Pedagogy 1 January 2007; 7 (1): 3–4. doi: https://doi.org/10.1215/15314200-2006-014 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.

Other| October 01 2006 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2006) 6 (3): 395–396. https://doi.org/10.1215/15314200-2006-001 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2006; 6 (3): 395–396. doi: https://doi.org/10.1215/15314200-2006-001 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 You do not currently have access to this content.

Research Article| April 01 2006 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 205–208. https://doi.org/10.1215/15314200-2005-001 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2006; 6 (2): 205–208. doi: https://doi.org/10.1215/15314200-2005-001 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 Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2006 Editors' Introduction: The Teaching Self Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 1–6. https://doi.org/10.1215/15314200-6-1-1 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 Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: The Teaching Self. Pedagogy 1 January 2006; 6 (1): 1–6. doi: https://doi.org/10.1215/15314200-6-1-1 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2005 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 367–370. https://doi.org/10.1215/15314200-5-3-367 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2005; 5 (3): 367–370. doi: https://doi.org/10.1215/15314200-5-3-367 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Don’t teach them writing. Don’t teach them reading. Teach them the habit of giving reasons for what they think, and explain how reading and writing can help them do that. If the basic goal of general education is instilling and exercising the habit of giving reasons, the apt way to characterize the larger commitment of education is that it should be diffi cult and, more exactly, that it is about intellectual diffi culty as something to be sought and about being diffi cult as a way to be. —James F. Slevin

Review Article| April 01 2005 “Layers and Layers” of Teaching Writers' Workshop: A Response to Katie Wood Ray's The Writing Workshop W. Douglas Baker W. Douglas Baker Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 348–352. https://doi.org/10.1215/15314200-5-2-348 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation W. Douglas Baker; “Layers and Layers” of Teaching Writers' Workshop: A Response to Katie Wood Ray's The Writing Workshop. Pedagogy 1 April 2005; 5 (2): 348–352. doi: https://doi.org/10.1215/15314200-5-2-348 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Roundtable: The Writing Workshop: Working Through the Hard Parts (and They’re All Hard Parts) You do not currently have access to this content.

Other| January 01 2005 Editors' Introduction: An Open Letter to Our Readers Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 1–4. https://doi.org/10.1215/15314200-5-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: An Open Letter to Our Readers. Pedagogy 1 January 2005; 5 (1): 1–4. doi: https://doi.org/10.1215/15314200-5-1-1 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2004 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 353–356. https://doi.org/10.1215/15314200-4-3-353 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2004; 4 (3): 353–356. doi: https://doi.org/10.1215/15314200-4-3-353 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2004 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 167–170. https://doi.org/10.1215/15314200-4-2-167 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2004; 4 (2): 167–170. doi: https://doi.org/10.1215/15314200-4-2-167 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2004 Editors' Introduction: Getting the Profession We Want, or A Few Thoughts on the Crisis in Scholarly Publishing Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 1–8. https://doi.org/10.1215/15314200-4-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Getting the Profession We Want, or A Few Thoughts on the Crisis in Scholarly Publishing. Pedagogy 1 January 2004; 4 (1): 1–8. doi: https://doi.org/10.1215/15314200-4-1-1 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2003 Responses from the Editors of The Norton Anthology of Theory and Criticism William E. Cain; William E. Cain Search for other works by this author on: This Site Google Laurie Finke; Laurie Finke Search for other works by this author on: This Site Google Barbara Johnson; Barbara Johnson Search for other works by this author on: This Site Google Vincent B. Leitch; Vincent B. Leitch Search for other works by this author on: This Site Google John McGowan; John McGowan Search for other works by this author on: This Site Google Jeffrey J. Williams Jeffrey J. Williams Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 468–478. https://doi.org/10.1215/15314200-3-3-468 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William E. Cain, Laurie Finke, Barbara Johnson, Vincent B. Leitch, John McGowan, Jeffrey J. Williams; Responses from the Editors of The Norton Anthology of Theory and Criticism. Pedagogy 1 October 2003; 3 (3): 468–478. doi: https://doi.org/10.1215/15314200-3-3-468 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Roundtable: : The Norton Anthology of Theory and Criticism You do not currently have access to this content.