INVESTIGADORES
CARLINO Paula
congresos y reuniones científicas
Título:
The rationale of an itinerary of research, teaching, and promotion of WAC/WID/academic literacies in Argentina
Autor/es:
CARLINO, PAULA
Lugar:
Santa Barbara
Reunión:
Congreso; 3rd International Santa Barbara Conference on Writing Research Writing Research Across Borders; 2008
Institución organizadora:
Gevirtz Graduate School of Education, University of California, Santa Barbara
Resumen:
FEATURE SPEAKER: http://www.writing.ucsb.edu/wrconf08/list.php The scholarship and teaching of academic writing are endeavors only
recently undertaken in Argentine universities. In this presentation, I
trace the development of my ten years in the field to share a line of
research and to discuss whether its underlying motives are idiosyncratic
or general. My route has been guided by a blend of epistemological
rationality, personal enthusiasm, commitment to democratic distribution
of knowledge, rhetorical pursuit of data to make a case, and almost no
budget. These influences shaped a research and action program consisting
of seven partially overlapping stages of inquiry. The first one
treated academic writing as a cognitive skill and researched, through
draft analysis, how Psychology and Education undergraduates? texts were
revised during an exam. The second stage proceeded from the difference
found between these Argentine students? revisions compared to those of
French and North Americans? which had been reported in the inspiring
literature of my study. After successive enlargements of the sample and
repetitions of the procedure, I realized this difference was not
cognitive but cultural, and attributed it to the dissimilarities of
national instructional experiences regarding writing, which needed to be
researched. This gave rise to a comparative study, through an extensive
Internet search ?discovering? realities previously unknown within Latin
American literature, such as the Australian teaching and learning units
and teacher development programs, and the North American writing
centers, writing intensive courses, as well as the WAC/WID and academic
literacies contributions. Almost simultaneously, the third line of work
was a 6-year action research project, which tried out several reading
and writing tasks in Psychology and Education courses involving
guidance, dialogue and response. Particularly, I began to teach how to
substantively revise a text through classroom discussions. The results
of these two lines of inquiry, which I considered key to promoting the
need to integrate writing support in the teaching of any university
course, were used as arguments against local institutional indifference,
teachers? passive complaint, previous research focused on students?
difficulties, and consequent exclusion of those coming from families
alien to the university. Stage four is a current project involving
interviews with undergraduates and their teachers about how writing and
reading are presented in different subjects, as well as analysis of the
syllabi, assignments, and (scarce) teacher response, with the aim of
providing detailed knowledge relative to actual practices and
viewpoints. The fifth to seventh lines of inquiry are similar to the
three former ones but regarding graduate studies. This itinerary has
been productive in Latin America encouraging related research and being
used as a reference in incipient attempts by institutions and
individual teachers to incorporate writing to learn and learning to
write in their disciplines. The questions my presentation leaves open
concern how research problems and designs develop in other countries,
and whether the factors detected in this case (the pursuit of
international disciplinary contributions, researcher?s interests and
values, sensibility to the local context, and the need of evidence for
debate) influence the conception, execution, and publication of new
research. SEE ALSO: https://sites.google.com/site/giceolem2010/english-papers VER TAMBIÉN: https://sites.google.com/site/giceolem2010/universidad