The next Conference on Writing Research Across Borders will be held at Pontificia Universidad Javeriana in Bogotá (Colombia) on February 15, 16, 17 and 18 of 2017,following the 2008 Writing Research Conference at the University of California Santa Barbara, the 2011 Conference at George Mason University in Washington DC, and the 2014 Conference at the University of Paris-Ouest Nanterre la Défense in France.

 All organic waste of our Inn is grinded, composted and used as fertilizer for the Inn and our neighbours gardens and flowers. We also took the sponsorship of 70 trees in the park across the street and employ a gardener for cleaning and upkeeping its flora.

Our Inn collects rain-water in several tanks that is filtered and used for the laundry. Our sink water is recycled and used for the plants around the building and the park across the street.

Simply, because someone has to do it!

Main Speakers

Anne-Marie Chartier

Anne Marie Chartier

anne-marie.chartier0054@orange.fr

As a professor in a primary school teachers training institute (Ecole Normale de Versailles, then IUFM de Versailles), Anne-Marie Chartier led research projects on the history of school reading as part of the National Institute for Pedagogical Research of Paris (later Lyon). Now that she is retired, she is an associate researcher in LARHRA, a CNRS research group, as a member of the ENS-Lyon team.

After analyzing discourses about reading (Discours sur la Lecture, co-authored with Jean Hébrard in 1989, new edition in 2000), she went on to study reading primers from the 17th-20th centuries, linking learning practices with social changes that make a direct impact on schooling (prints vs. manuscripts, typographical norms, wide print-run press, writing tools, image techniques, etc.) The results were summarized in L’école et la lecture obligatoire (School and mandatory reading), 2007.

Currently, she is developing a comparative framework that brings together reading learning processes in multiple languages; reading as paired up with, or dissociated from, writing; and comparisons between the reading of texts and music. She conducted with Elsie Rockwell (CINESTAV, Mexico) a comparative historical study on ‘alphabetization’ in order to gain insights as to why this term means nowadays a different thing than the concept of literacy. In “Apprendre à lire aux débutants dans les pays de langue romane, 1750-1950” (Histoire de l’éducation 138 [2013]) four languages (Italian, French, Spanish and Portuguese) and seven countries (Italy, France, Spain, Portugal, Mexico, Chile, and Brazil) were compared. Anne-Marie Chartier compares the French and Anglo-Saxon reading pedagogical tradition («Faire lire les débutants : comparaison de manuels français et américains 1750-1950»). This comparative approach confirmed the importance of the articulation of reading and writing and, as a result, that of school writing, which she studies in student notebooks (“Un dispositif sans auteur : cahiers et classeurs dans l’école primaire”, Hermès, 25, 1999). By contrast, she tries to understand the process of learning how to read without learning how to write, by comparing, along with historians of music, old educational methods of textual and/or musical reading (Projet Cantus Scholarum, 2014, Xavier Bisaro dir., CEMR de l’Université de Tours).

Some publications: The Teaching Context and Reading, by Springer, in A. Bernard and C. Proust eds., Scientific Sources and Teaching Contexts throughout History, 2014; Interpretation in a Historical Approach to Reading, in P. Smeyers et al (eds), International Handbook of Interpretation in Educational Research, 2015; The Spanish-language book Enseñar a leer y escribir, Una aproximación histórica, 2004) was republished in 2005 and 2014; Discours sur la lecture, with Jean Hébrard, translated into Spanish (Discursos sobre la lectura 1880-1980, 1994) as well as into Portuguese (Discursos sobre a leitura 1880-1980, 1995); La lectura de un siglo a otro, 1980-2000, 2002.

Bibliografía on line: larhra.ish-lyon.cnrs.fr/membre/118

Luis Bernardo Peña Borrero

B.A. in Philosophy and Literature, Pontificia Universidad Javeriana. MSc. in Education, Florida State University. Teacher in the schools of Education, Communication and Language, Psychology, and in the Master in Reading and Writing in Education. Publishing Director, Editorial Norma and Editorial Santillana, Colombia. Associated Director, Regional Center for Book Development in Latin America and the Caribbean (Centro para el Fomento del Libro en América Latina y el Caribe. Consultant to the ministries of education of Colombia, Panamá, Bolivia, and Paraguay. Speaker at national and international conferences, his writings have been published in books and academic journals. Recently, his main interest has focused on teaching and research in the field of academic reading and writing.

Some publications:

Repensar la escritura académica. En Revista Maestro (2015).

Retos y avatares de la lectura digital (2013). En G. Marciales Vivas et al, Nativos digitales. Transiciones del formato impreso al digital. Bogotá: Editorial Pontificia Universidad Javeriana.

La tutoría entre iguales: una modalidad para el desarrollo de la escritura en la educación superior (en coautoría con Gloria Alzate). En Universitas Psychologica, 2010.

La competencia oral y escrita en la educación superior. Ministerio de Educación Nacional de Colombia (2008).

Nuevos (y eternos) modos de leer (2006). En Braslavsky, P., Adquisición inicial de la lectura y la escritura en escuelas para la diversidad. Buenos Aires: Fundación Pérez Companc.

Lectores de libros y lectores de pantallas. En El Nuevo Mundo para un mundo nuevo, Memorias del 27° Congreso Mundial, International Board on Books for Young People (2000).

Lectores, ratones e hipertextos, en Lectura y Nuevas Tecnologías, Tercer Congreso Nacional de Lectura, Fundalectura (1997).

Guadalupe López-Bonilla

Guadalupe López

bonilla@uabc.edu.mx

Professor at the Instituto de Investigación y Desarrollo Educativo of the Universidad Autónoma de Baja California, in Mexico, where she teaches courses on disciplinary literacy, discourse and identity. Her research analyzes the schooling practices in specific disciplinary school subjects, and the relationship between institutional practices and student identities, particularly for high school students.

Some publications: She co-authored the book La lectura desde el currículo, and co-edited Discourses and identities in contexts of educational change, and Lenguaje y educación. Temas de investigación educativa en México.

Theresa Lillis

Theresa Lillis

theresa.lillis@open.ac.uk

I am Professor of English Language and Applied Linguistics at The Open University, UK, currently Principal Investigator of a nationally funded research project on writing in professional social work Writing in professional social work practice in a changing communicative landscape.  I have been researching writing for some twenty years driven by an interest that centres on the politics of access and participation. My four main areas of interest are student writing in higher education, academic writing for publication in a global context, writing in social work professional practice and – on a much smaller scale- writing with old and new technologies for popular political activity. I’m committed to using ethnography as an overarching research methodology and have an ongoing interest in developing ‘text oriented ethnographic approaches’, using a range of methods.

I have authored and co-authored a number of books including, Student writing: access, regulation, desire. (2001 London: Routledge), The Sociolinguistics of writing(2013 Edinburgh: Edinburgh University Press) and, with Mary Jane Curry Academic writing in a global context (London: Routledge 2010) as well as journal articles inLanguage and EducationWritten Communication, Revista Canara de Estudios Ingleses, Pratiques, TESOL Quarterly, AILA Review, International Journal of Applied Linguistics, Arts and Humanities in Higher Education, Teaching in Higher Education. With David Poveda, I am co-editor  the journal Linguistics and Educationand with Mary Jane Curry, I am co-convenor of the AILA (Association Internationale de Linguistique Appliquée) research network: Academic Publishing and Presenting in a Global Context. http://www.aila.info/networks/ren.html. With colleagues Kathy Harrington, Mary Lea and Sally Mitchell I recently co-edited an open access book involving some sixty one authors which seeks to explore the transformative potential of an academic literacies approach to the teaching of writing in higher educationWorking with academic literacies: case studies towards transformative practice. http://wac.colostate.edu/books/lillis/

Perry Klein

Klein_Banner

Dr. Perry Klein is a Professor in Education at The University of Western Ontario in London, Canada. He teaches courses on educational psychology, and literacy education for struggling readers and writers, and serves as Associate Dean of Research.

Dr. Klein’s research has focused on three main questions: How does writing contribute to thinking and learning? How can we design writing activities to support critical thinking and learning in content area subjects? And how can we teach writing effectively to diverse students? In his recent research, he has used cognitive load theory as an approach to writing strategy instruction and content area writing. He is interested in the interplay among the psychological, social, and material aspects of writing.

Some Publications:

Klein, P. D., Haug, K. N. & Arcon, N. (2016). The effects of rhetorical and content subgoals on writing and learning. Journal of Experimental Education. Advance online publication.

Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311-350.

Klein, P. D., & Unsworth, L. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education26, 1-17.

Klein, P.D. Boscolo, P., Kirkpatrick, L. C., & Gelati, C. (2014). (Eds.) & G. Rijlaarsdam (Series Ed.), Studies in Writing: Vol. 28, Writing as a Learning Activity. Leiden, The Netherlands: Brill.

Klein, P. D., & Leacock, T. L. (2012). Distributed cognition as a framework for understanding writing. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 133-152). New York: Psychology Press/Taylor & Francis Group.

https://www.edu.uwo.ca/faculty_profiles/ap/klein_perry/index.html

https://scholar.google.ca/Perry Klein

Email: pklein@uwo.ca

Virginia Zavala

Virginia Zavala

vzavala@pucp.edu.pe

MA and PhD in Sociolinguistics at Georgetown University, USA. He is currently a senior lecturer at the Pontificia Universidad Católica del Perú. He has also worked in the German Technical Cooperation (GTZ) advising teacher training in intercultural bilingual education in the Andean region of Peru. His research concern the issues of language and education, especially in the Andean Quechua-speaking area.

He has been visiting professor at the University of Pennsylvania and the University of Wisconsin in Madison, United States. She is currently director of the Peruvian Journal of Educational Research.

Some publications: (Des) encuentros con la escritura: Escuela y Comunidad en los Andes peruanos (2002), Oralidad y poder; Herramientas metodológicas(2004); Decir y Callar. Lenguaje, equidad y poder en la universidad peruana(2010); Qichwasimirayku: Batallas por el quechua (2014).

Mirta Castedo

Mirta Castedo

mirtaunlp@gmail.com

Doctor of Science in Educational Research, DIE-CINVESTAV, Mexico. Researcher category I, Institute for Research in the Humanities and Social Sciences, UNLP / CONICET, Argentina. Director of the Master of Writing and Literacy (UNLP) and national coordinator of the Educational Specialization level, “Literacy and the Education Unit”, Argentina. Research interests: teaching reading and writing, early literacy, teacher training in the same area.

Some publications: Reflexión sobre el sistema de escritura y primera alfabetización, en Revista Textos, 2014; Producción y revisión de epígrafes en situación didáctica con niños de 7 y 9 años, en El ingreso a la escritura y a las culturas de lo escrito (Siglo XXI, 2013); Del catecismo colonial a las netbooks estatales (El Calderón, 2012); El trabajo docente en el aula multigrado de las escuelas rurales primarias, en Prácticas pedagógicas y políticas educativas (Unipe: Editorial Universitaria, 2012); Teorías sobre la alfabetización en América Latina, un panorama desde 1980 hasta 2010, en Historia de la lectura en Argentina.

Round Tables & Symposiums Abstracts

By extension reasons, abstracts of symposia and round tables are edited in the book of program and abstracts that participants receive. You can read them completely here.

Wednesday February 15th

11:00 -13:00 – A Sessions

Symposiums

1A

S020 – Englander – English for Research Publication Purposes Pedagogy in Latin America:Mobilizing Knowledge from Diverse Institutional Initiatives

2A

S007 – Carlino – Enseñar disciplinas con lectura y escritura: ¿qué interacciones se promueven y cuáles resultan epistémicas?

3A

S009 – Matre – Writing education and assessment in Norwegian primary school – results and experiences from a large-scale intervention study /4 autores

4A

S001 – Díaz-Argüero – La evolución de la sintaxis en la escritura. Un estudio en los primeros años de educación en México

5A

S003 – Mateos – Evaluating and teaching synthesis writing from multiple sources in secondary and university education

6A

S009 – Quecán – Formación inicial en lectura y escritura en la universidad. De la educación media al desempeño académico en la educación superior

7A

S002 – Curry – Multilingual Scholars Writing for Publication: Access, Resources, Discourses, and Practices

Round Tables

1A

RT002 – Tinoco – Tecnologias digitais na prática de escrita: desenvolvimento e uso de recursos educacionais abertos

14:30 -16:00 – B Sessions

Symposiums

1B

S004 – Salek – Práticas letradas acadêmicas (mobilizadas) na formação inicial e continuada de professores

2B

S016 – Johnson – Academic Transitions: Understanding Student Experience and Agency in University Settings

3B

S005 – Sipavicius – Prácticas y enseñanza de la escritura en la formación de profesores y de comunicadores sociales

Round Tables

1B

RT007 – Molina – Los centros y programas de escritura en Latinoamérica: un mismo objetivo, diferentes aproximaciones y una nueva definición

2B

RT008 – Sánchez – Modelos culturales, discursivos y lingüísticos en la producción textual en lengua extranjera

3B

RT009 – Quintero – Leer y escribir en la formación docente: Experiencias con un recurso educativo digital abierto

4B

RT012 – Correal – Estudios sobre las pruebas estandarizadas en lectura y escritura en la Educación Superior en Colombia (SABER PRO)

5B

RT011 – Kalman – La formación docente, escritura y tecnologías digitales:experiencias en México y Colombia

Thursday February 16th

8:00 -10:00 – C Sessions

Symposiums

1C

S006 – Avila – Avances recientes en los estudios de la escritura en Educación Superior en Latinoamérica /6 autores

2C

S015 – Godley – Dialogic Studies of Writing, Instruction and Classroom Talk in United States Literacy Classrooms

3C

S026 – Bleyle – How Close Do Machines Have To Be To Humans To Be Effective Teaching and Assessing Writing?

4C

S001 – Blum – Intersections of languages, modalities, and technologies in writing research

5C

S008 – Badenhorst – Publishing in the international arena: Research literacies for post/graduate students and new scholars

Round Tables

1C

RT010 – Teberosky – Interacción y continuidad entre el desarrollo del lenguaje y el aprendizaje de la lectura y la escritura: proyectos de divulgación científica

2C

RT004 – Moxley – Politeness, Social and Intrapersonal Presence in Student Peer Reviews: A Cross-Cultural Analysis

3C

RT004 – Sito – Universidad y literacidad. Experiencias de estudiantes latinoamericanos en torno a prácticas de lectura y escritura académica

11:00 -13:00 – D Sessions

Symposiums

1D

S013 – Mallett – Intersections of expertise and writing studies in apply linguistics: Results from a review of research

2D

S008 – De la Rosa – Escritura vernácula y participación social en diversos ámbitos de la vida cotidiana

3D

S001 – Karwoski – Experencias de novos letramentos academicos no Brasil

4D

S001 – Dezutter – Le développement des compétences en littératie académique : perceptions des acteurs et dispositifs institutionnels

5D

S010 – DeGenaro – “It’s Essentially Writers Talking about Writing”: Reflection and Metacognition in Co-Curricular Studio Courses

6D

S028 – Alves – Strengthening world citizens’ capabilities by establishing the European Literacy Network (ELN): Goals, current projects, and achievements

7D

S027 – Warshauer – Teaching Writing in a Digital and Global Age: Toward Access, Learning, and Development for All

Round Tables

1D

RT001 – Forero – Iniciativas institucionales para el desarrollo de la escritura a través del currículo en educación superior

14:30 -16:00 – E Sessions

Symposiums

1E

S012 – Coker – Writing Development and Instruction Across Preschool and Elementary School

2E

S004 – Igland – Functions and uses of digital writing. Insights from 3 text oriented ethnographical studies

3E

S002 – Méndez – Aprender a leer y escribir en contextos complejos, al mismo tiempo que se aprende a ser docente y a ser un profesional

Round Tables

1E

RT003 – Lara – Las evaluaciones de tutoría que hacen los estudiantes como insumo para mejorar la propia práctica

3E

RT002 – Herman – Multilingual Students and Tutors: Cultivating New Writing Center Practices Across Borders

Friday February 17th

11:00 -13:00 – F Sessions

Symposiums

1F

S025 – Nordquist – Mobility in Writing Studies: Theoretical and Empirical Studies in How Writing Moves

2F

S022 – Riolfi – Teaching and learning how to write academic texts

3F

S021 – Young-Suk – Writing assessment: Implications for theory and intervention for various populations

4F

S004 – Narváez – Iniciativas de trabajo con la escritura y la comunicación en las ingenierías en países de América del Sur: desarrollos y proyecciones

5F

S019 – Nelson – Offering models of writing center assessment that represent writers holistically

6F

S014 – Ruggles – International Research on the Development of Student Writers: US and Mexican Student Perceptions and Practices in STEM Writing

7F

S018 – Alvarez – Engaging the Transnational: A Multi-Sited Study of Discourse about Writing in Tertiary Education in Romania, Nepal, India, and Colombia

14:30 -16:00 – G Sessions

Symposiums

1G

S005 – Coutinho – Leituras equivocadas e sua reflexão no pradução textual

2G

S023 – Vieira – Writing’s Potential for Healing from Bodily Trauma: Qualitative Studies on People with Aphasia, Campus Sexual Assault Literature, and a Pilates-based Writing Workshops

3G

S007 – Campbell – How does writing develop across the student’s life?

4G

S024 – Winn – Transforming Literacy. Transforming Justice: Toward a Restorative English Education

5G

S017 – Krogh – Writer developments in upper secondary education

Round Tables

1G

RT001 – Pinto – Gêneros jurídicos, argumentação e produção escrita

2G

RT005 – Ramírez – Importancia de los cursos de escritura y lectura en la educación superior en Colombia