Abstracts
Abstract
Despite effective knowledge transfer being a primary goal among post-secondary instructors, scholars, and administrators, students still have difficulty adapting their skills to novel contexts. This challenge is especially salient in writing pedagogy, where the transfer of writing-related knowledge is not guaranteed (Driscoll, 2011; Perkins & Salomon, 2012). To investigate possibilities for catalyzing writing transfer, this paper reports on a collaborative autoethnography project (Chang et al., 2013) carried out by two undergraduate students and a faculty member based at a large Ontario university. Their experiences on the editorial team of a first-year writing journal provide insight into how mentorship within journal environments can contribute to post-secondary students’ literacy development, and, concurrently, help them to transfer what they know to new contexts. We consider how similar learning opportunities may contribute to undergraduate skill development outside traditional classroom contexts.
Keywords:
- Writing Transfer,
- Undergraduate Journals,
- Knowledge Transfer,
- Writing Literacy
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Appendices
Biographical notes
Kaitlyn Harris is an MA candidate at the Ontario Institute for Studies in Education and a researcher at the University of Toronto Mississauga. Her work focuses on cultivating student writing communities, from elementary through postsecondary education. She has research interests in language development, writing transfer, and multiliterate teaching and learning.
Paige France is a graduate of the University of Toronto Mississauga, double majoring in Biology for Health Sciences and Psychology. Her research focuses on writing discourse and equity representation in Autism Spectrum Disorder research, pedagogical foundations, and epidemiology.
Christopher Eaton is an Assistant Professor, Teaching Stream in Writing Studies at the University of Toronto Mississauga. His work focuses on how students can inform writing pedagogies, with a particular lens that examines writing and learning transfer. He usually blends his backgrounds in writing and education in his current research and pedagogy.