[ATTW-L] CFP, Writing Beyond the University edited collection, multi-institutional research, due Sept. 15

[Jessie Moore]

Dear colleagues,

We invite brief proposals for 4,000-word chapters for an edited collection on Writing Beyond the University. Full details are below. We especially welcome proposals for sections 1 and 3 but will consider proposals for all three sections. 500-word proposals are due by September 15th. Chapter drafts, if invited, will be due March 15, 2021.

Please contact us if you have any questions.

Wishing you and yours continued health and safety,

Julia Bleakney, Paula Rosinski, and Jessie L. Moore


Writing Beyond the University:

Implications for Fostering Writers' Lifelong Learning and Agency

Call for Chapter Proposals

We invite 500-word proposals for 4,000-word (max) chapters in an edited collection on Writing Beyond the University, proposed for the Center for Engaged Learning Open-Access Book Series<https://www.centerforengagedlearning.org/books/open-access-book-series/>. The edited collection will have 3 complementary sections, described below, designed to introduce higher education faculty, staff, and administrators to research on fostering writers' lifelong learning and agency. While reporting findings from multi-institutional research on writing beyond the university, all chapters also "translate" that research to examine the implications for writing within the university, including writing curricula, writing instruction and pedagogies across the university, writing practices in student employment, faculty development, and so forth.

Supplemental resources for the edited collection will be hosted on the book's website, enabling chapter authors to contribute additional examples, planning worksheets, discussion questions, or other resources that support readers' use of their chapter.

The collection features multi-institutional research from the Center for Engaged Learning's 2019-2021 research seminar on Writing Beyond the University: Fostering Writers' Lifelong Learning and Agency. We are eager to add other recent multi-institutional research to this conversation.


Section 1: Understanding writing experiences and writing knowledge development across/among contexts for lifelong learning


Chapters in this section might consider questions like...

*       How are writers navigating the changing nature of communication tasks, tools, technologies, and strategies?

*       What does a writer's lifespan look like--how is it defined, described, experienced--across different and changing contexts?

*       What types of collaborative writing experiences do writers encounter across different contexts?

*       How are writers' developing professional identities, subjectivities, and practices informed by writing experiences in academic contexts that give writers opportunities to focus on transitions to contexts beyond the university?


Section 2: Exploring writing and writers' experiences, prior knowledge, and writerly capacity


Chapters in this section might consider questions like...

*       What writing is composed in contexts beyond the university? What writing are alumni encountering?

*       How is writing perceived, valued, and conceptualized by stakeholders in these contexts?

*       How do writers manage/use/adapt academic writing knowledge into writing beyond the university?

*       How do pedagogies like work-integrated learning influence writers' practices in contexts beyond the university?


Section 3: Facilitating writers' ongoing self-agency and networked learning (both networks of people and networked access to and integration of knowledge)


Chapters in this section might consider questions like...

*       What habits of mind and dispositions facilitate writers' ongoing self-agency and networked learning, enabling them to respond to new rhetorical situations for writing?

*       How might universities build writers' capacities for writing, in and beyond the university - as well as writers' appreciation for their own self-agency based on their prior knowledge and experiences?

*       What practices, conditions, etc. facilitate writers' transfer of knowledge and practices among writing contexts beyond the university?

*       How might universities partner with industry, civic organizations, and others to foster writers' lifelong learning?


Regardless of which section a chapter appears in, all chapters will include two sets of implications:

*       Implications for faculty and staff teaching/mentoring student writers

*       Implications for program directors and other university administrators regarding supporting writers' development for writing beyond the university (e.g., curricular strategies, effective pedagogies, resource needs, assessment implications, etc.).


Chapters should be no more than 4,000 words (inclusive of references) and use Chicago Author-Date Style<https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-2.html>.


Tentative Timeline

*       September 15, 2020: Chapter proposals due for review

*       October 15, 2020: Editors notify proposal authors of review decisions

*       March 15, 2021: Full chapters (4,000 words, maximum, inclusive of references), if invited, due to collection editors for initial review

*       June 15, 2021: Collection editor feedback sent to chapter authors

*       August 15, 2021: Revised chapters due to collection editors

*       October 2021: Collection submitted to series editors for review; chapter authors will be notified if additional revisions are requested



Proposal Requirements

500-word (max) proposals should identify the section (Section 1, Section 2, or Section 3) to which the authors wish to contribute, briefly introduce the main goal of the proposed chapter and supporting research on which the authors will draw, and list any supplemental resources the authors anticipate contributing to the book's website.

The proposed chapter title and authors' names and institutional affiliations do not count towards the word limit.

Send proposals to CenterForEngagedLearning at elon.edu and list WBU Chapter Proposal in the subject line.


Jessie L. Moore, Ph.D.
Director of the Center for Engaged Learning<https://www.centerforengagedlearning.org/> (@CEL_Elon)
Professor of Professional Writing & Rhetoric<https://www.elon.edu/pwr> (@ElonPWR)
Elon University, North Carolina
(O) 336.278.5649 | @jessielmoore | http://www.jessiemoore.net/

Series Co-Editor, Stylus/Center for Engaged Learning Series on Engaged Learning and Teaching<https://www.centerforengagedlearning.org/books/series-on-engaged-learning-teaching/>
Series Co-Editor, Center for Engaged Learning Open Access Book Series<https://www.centerforengagedlearning.org/books/open-access-book-series/>

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