1. Critical Transitions in Writing Transfer: Inquiry and Implications Jessie L. Moore, Elon University Paula Rosinski, Elon University Carmen Werder, Western Washington University #issotl13 B.6

2. The Elon Research Seminar and Current Understandings of Writing Transfer Jessie L. Moore, @jessielmoore, jmoore28@elon.edu

3. Elon Research Seminar 2 year/3 summer project Sponsored by the Center for Engaged Learning at Elon U 2011-2013 Topic– Critical Transitions: Writing and the Question of Transfer

4. Elon Research Seminar Institutional research projects and 10 multi-institutional research projects 45 participants from 5 countries and 20+ institutions Range of institution types  Broader range of contexts (Collective inquiry) (Internationalization)

5. Concept Map Developed at Elon Research Seminar, June 2012 Four Views: (1) Student, (2) Faculty/Classroom, (3) Program/Institutional, (4) Domain/Workplace/Discipline/Community of Practice

7. Borrowed Legends – Perkins and Salomon High Road  Mindful Abstraction (Bridging) Low Road  Practiced Habits (Hugging) David N. Perkins and Gavriel Salomon Creative Commons Reuse Copyright by Colin Wilson

8. Borrowed Legends – Perkins and Salomon Creative Commons – Attribution, MSVG Creative Commons – Attribution, Roger Blake Both automatic ? Near transfer! Automatic  Standard Far Transfer

9. Borrowed Legends – King Beach Transition: Knowledge generalized across social space and time Consequential Transition: Transition is consciously reflected on, shifts individual’s sense of self or social position Creative Commons – Attribution, Brian Hillegas

10. Prepare learners to be boundary- crossers and change agents Borrowed Legends – Tuomi-Gröhn and Engeström Build on activity theory

11. Jan Meyer and Ray Land Threshold concepts = transformative, core of the disciplinary world view Borrowed Legends – Meyer and Land Threshold Concepts Disciplinary Knowledge

12. Inquiry

13. Questions about Writing-Related Transfer students’ transitions from first-year composition (FYC) to subsequent or concurrent contexts students’ perceptions of writing experiences after FYC students’ transitions to professional and community contexts

14. Questions about Writing-Related Transfer students’ knowledge of genres and use of prior knowledge when encountering new genres how feedback on previous assignments affects students’ future writing structures of educational experiences that facilitate transfer

15. Disciplinary Methods for Studying Transfer Surveys of faculty (Nelms and Dively, Wardle “Mutt Genres”) Surveys of students (Adler-Kassner, Majewski, and Koshnick; Clark and Hernandez; Driscoll; Nowacek; Robertson, Taczak, and Yancey; Sternglass; Wardle “Mutt Genres”; Wardle “Understanding Transfer”) Focus groups with faculty (Adler-Kassner, Majewski, and Koshnick; Nelms and Dively; Wardle “Mutt Genres”) Focus groups with students (Bergmann and Zepernick, Nowacek, Wardle “Mutt Genres”, Wardle “Understanding Transfer”) Interviews with faculty (Bacon, Beaufort, McCarthy, Nowacek, Wardle “Mutt Genres”) Interviews with students (Adler-Kassner, Majewski, and Koshnick; Anson and Forsberg; Bacon; Beaufort; Driscoll; McCarthy; Nowacek; Rounsaville; Robertson, Taczak, and Yancey; Sternglass; Wardle “Understanding Transfer”) Interviews with workplace or community organization supervisors (Bacon) Classroom observations (Bacon, Beaufort, McCarthy, Nowacek, Sternglass) Composing-aloud protocols (McCarthy)

16. Disciplinary Methods for Studying Transfer Length of Study # of Participants

17. Contexts of Writing-Related Transfer Studies Creative Commons – Attribution, Libre Map Project

18. Concept Map Developed at Elon Research Seminar, June 2012

23. 5 Essential Principles

24. Writing transfer is a complex phenomena, and understanding that complexity is central to facilitating students’ successful consequential transitions, whether among university writing tasks or between academic and workplace or civic contexts. Transition is consciously reflected on, shifts individual’s sense of self or social position Chris Anson’s art history object analysis example

25. Students’ dispositions and identities inform the success of their unique writing transfer experiences.

26. Successful writing transfer requires transforming or repurposing prior knowledge (even if only slightly) for a new context in order to adequately meet the expectations of new audiences and fulfill new purposes for writing.

27. University programs (e.g., first-year writing programs, writing across the curriculum programs, majors, etc.) can “teach for transfer.” Enabling practices that promote writing transfer include: constructing writing curricula and classes that focus on the study and practice of rhetorically-based concepts (such as genre, purpose, and audience) that enable students to analyze expectations for writing and learning within specific contexts, asking students to engage in activities that foster the development of metacognitive awareness, and explicitly modeling transfer-focused thinking.

28. Recognizing and assessing writing transfer requires using a mix qualitative and quantitative methods looking at both critical transition points and longitudinal patterns of learning. (Mixing Methods)

29. #issotl13 B.6