Content uploaded by Emily Wender
Author content
All content in this area was uploaded by Emily Wender on Jun 08, 2021
Content may be subject to copyright.
A preview of the PDF is not available
The Threshold Concept Map: Plotting the Liminal Space of Students' Struggle to Learn to Write in College, Currents in Teaching and Learning
Abstract and Figures
Drawing on thresholds concepts in composition and
education, the authors developed a mapping instrument to generate visual understandings of students’ struggles with troublesome knowledge. They present a case study using the map to plot one student’s learning through three pieces of writing. The map visually demonstrates experiences with troublesome knowledge and movement within a detailed threshold space. Mapping reveals the potential importance of previous
identities in confronting threshold concepts and the use-value of visually representing student learning. Results suggest ways to further explore students’ struggles and reinforce the role of oscillation in the learning process.
Figures - uploaded by Emily Wender
Author content
All figure content in this area was uploaded by Emily Wender
Content may be subject to copyright.
ResearchGate has not been able to resolve any citations for this publication.
This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.
This article offers a genealogy of the deliberative policymaking of the WPA Outcomes Statement 3.0 Revision Task Force. Interviews with Task Force members reveal that the revised statement presents composing, technology, and genre as “boundary objects,” in order to preserve the document’s kairos for as long as possible. © 2018 by the National Council of Teachers of English. All rights reserved.