The file below contains a course-by-course summary of the major concepts, theoretical stances, methods learned, and work produced during my PhD coursework at the University of South Florida 2010-2015:
research_coursework.102015.pdf | |
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Research: Summer 2016 to SPRING 2017,
NARRATIVE & PRODUCT FILES
Publications & publication processes
Multi-Modal Research Presentation on USF Digital Special Collections Site
Anderson, A.W. (2016, November 30). Using cross-modal ethnographic narrative document analysis (Cro-MENDA) to interpret editorial cartoons . . . and other multi-modal texts. In J. J. Schneider (Ed.). Multimodal Data Analysis Collection: A Curated, Open-Access Compilation of Methodologies. The University of South Florida Digital Collections, Tampa, FL. http://digital.lib.usf.edu/cro-menda
I created this presentation as part of a project conceived by Professor Jenifer Schneider who envisioned an open-access site, hosted by USF, that would offer scholars a variety of methods useful for analyzing multimodal texts such as films, images, performances, websites, and podcasts. Dr. Schneider produced the materials demonstrating one method and invited four other scholars to demonstrate other methods. My contribution came from my in-progress dissertation.
The project involved collaborating with the USF web designers who had different objectives and technical considerations than we realized. While the site is there and enough of the material has been uploaded to make sense of my work, it is only a beta site. Additionally, as my dissertation has evolved, the material has changed and needs to be updated. Dr. Schneider hopes to secure grant funding to make the site more interactive, visually appealing, and robust, and I will revisit this project once my dissertation is finished. Until then, the beta site can be viewed here: http://digital.lib.usf.edu/cro-menda
As a group, we presented our work at the 2016 Literacy Research Association Conference (see below).
Anderson, A.W. (2016, November 30). Using cross-modal ethnographic narrative document analysis (Cro-MENDA) to interpret editorial cartoons . . . and other multi-modal texts. In J. J. Schneider (Ed.). Multimodal Data Analysis Collection: A Curated, Open-Access Compilation of Methodologies. The University of South Florida Digital Collections, Tampa, FL. http://digital.lib.usf.edu/cro-menda
I created this presentation as part of a project conceived by Professor Jenifer Schneider who envisioned an open-access site, hosted by USF, that would offer scholars a variety of methods useful for analyzing multimodal texts such as films, images, performances, websites, and podcasts. Dr. Schneider produced the materials demonstrating one method and invited four other scholars to demonstrate other methods. My contribution came from my in-progress dissertation.
The project involved collaborating with the USF web designers who had different objectives and technical considerations than we realized. While the site is there and enough of the material has been uploaded to make sense of my work, it is only a beta site. Additionally, as my dissertation has evolved, the material has changed and needs to be updated. Dr. Schneider hopes to secure grant funding to make the site more interactive, visually appealing, and robust, and I will revisit this project once my dissertation is finished. Until then, the beta site can be viewed here: http://digital.lib.usf.edu/cro-menda
As a group, we presented our work at the 2016 Literacy Research Association Conference (see below).
Essay In-Press & Post-Mortem of an Essay-in-press
Anderson, A.W. (in press). Caught in a web of abjection: High-stakes testing in Miriam Cohen’s First Grade takes a test and Andrew Clements’ The report card. Manuscript in press with Children’s Literature in Education; expected publication date is Spring 2018.
This essay grew from a paper I presented at the 2015 Children's Literature Association Conference. The journey from conference presentation to accepted-for-publication article, however, was similar to the changes a winged insect undergoes in its journey from caterpillar to larva to insect. Tracing the processes of writing, re-writing, and revision became its own research project, one on which I am still working. How did it unfold?
At the end of our panel session, "Torture in the School," someone in the audience suggested the topic should be proposed for a special issue of Children's Literature in Education. In October 2015, I saw this CFP on the ChLA website:
The journey
from conference presentation to accepted-for-publication article was similar to the changes a winged insect undergoes in its journey from caterpillar to larva to insect. Tracing the processes of writing, re-writing, and revision became its own research project, one on which I am still working. |
Call For Papers:
Education Gone Bad | Special Issue of Children’s Literature in Education. Spring 2017 | Edited by Elizabeth Marshall and Lissa Paul From Sarah Fielding’s The Governess, or The Little Female Academy, to television shows such as Buffy the Vampire Slayer to bestsellers like J.K. Rowling’s Harry Potter series, school stories remain a staple genre in young people’s literature and culture. The focus of this special issue of Children’s Literature in Education is on papers that tackle difficult or unsuccessful pedagogical relationships and on representations of schools that turn from the benign towards the dystopian, the violent, or the monstrous. Manuscripts that draw on a range of perspectives, including literary criticism, educational studies, cultural studies, and feminist theory are particularly welcome as are multidisciplinary approaches and work from international contexts. Specific topics might include: Representations of teachers, students, and/or schools; Pitfalls and perils of teaching children’s and young adult literature; Schools as the site of monstrosity or horror; Acts of resistance; Forced schooling (residential schools) or exclusion from education; Historical studies of schooling Please send proposals of 250 words by November 01, 2015 to the editors, Lissa Paul ([email protected]) and Elizabeth Marshall ([email protected]). Authors will receive a response to proposals by mid-November. Manuscripts (6,000-8,000 words) will be due May 2016. Because CLE is a peer-reviewed journal, even after we’ve accepted proposals, manuscripts will be subject to double-blind external review. Publication is scheduled for the Spring 2017 issue of CLE. If you have questions or concerns please direct them to one of us. |
I submitted a proposal on October 15, and it was accepted in November. On May 2, 2016 I submitted my essay, and received the reviewers' feedback and the editors' (Drs. Lissa Paul and Elizabeth Marshall) responses in early June. After six rounds of revisions, each of which took me more deeply into the text and more broadly into contextualizing the text, the essay was accepted for publication on October 14, 2016 -- one year minus one day to the date I submitted the proposal.
Because the editors persisted in working with me, they obviously saw something of worth in both the original paper and in the process of metamorphosis. I, too, felt there was something to learn about my own writing processes from this experience, so this Spring I began conducting a post-mortem on the vastly different revisions. The document attached is the first part of my study, and I plan to use this data to produce an article on the writing of an academic article.
Because the editors persisted in working with me, they obviously saw something of worth in both the original paper and in the process of metamorphosis. I, too, felt there was something to learn about my own writing processes from this experience, so this Spring I began conducting a post-mortem on the vastly different revisions. The document attached is the first part of my study, and I plan to use this data to produce an article on the writing of an academic article.
postmortem.abjectiongenius_testing.072717.pdf | |
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Conferences ATTEnded & Papers presented
Comparative and International Education Society Conference, Atlanta, GA --
March 8, 2017
Left: With Drs. Tom Culham (far left), Simon Fraser University, British Columbia; Rebecca Oxford (second from right), University of Maryland (and University of Alabama, Birmingham); and Jing Lin, University of Maryland.
Shortly after the book Toward a Spiritual Research Paradigm: Exploring New Ways of Knowing, Researching, and Being (part of Information Age Publishing's series Transforming Education for the Future) was published in the summer of 2016, the editors -- Jing Lin, Rebecca Oxford, and Tom Culham -- asked the authors if they would be willing to participate in a book launch session at the 2017 Comparative and International Education Society Conference to be held in Atlanta, Georgia. I agreed, for several reasons.
Culham, T. E., Lin, J., Oxford, R., & Anderson, A.W. (2017, March). Book launch: Toward a spiritual research paradigm: Exploring new ways of knowing, researching, and being. Presented at the Comparative and International Education Society Conference, Atlanta, GA.
March 8, 2017
Left: With Drs. Tom Culham (far left), Simon Fraser University, British Columbia; Rebecca Oxford (second from right), University of Maryland (and University of Alabama, Birmingham); and Jing Lin, University of Maryland.
Shortly after the book Toward a Spiritual Research Paradigm: Exploring New Ways of Knowing, Researching, and Being (part of Information Age Publishing's series Transforming Education for the Future) was published in the summer of 2016, the editors -- Jing Lin, Rebecca Oxford, and Tom Culham -- asked the authors if they would be willing to participate in a book launch session at the 2017 Comparative and International Education Society Conference to be held in Atlanta, Georgia. I agreed, for several reasons.
- First, I wanted to meet in person this remarkable group of academic editors who had patiently and thoughtfully shepherded my chapter through multiple rounds of revisions, asking cogent questions that pushed me to (1) examine more deeply the assumptions on which I was basing my thoughts and (2) to search for language to make those assumptions and my thoughts more explicitly clear. Because the editors came from diverse cultural, linguistic, and religious backgrounds, they helped me understand how people outside my own ethnocentric frame of reference were receiving what I had written and what examples might help readers understand my thinking.
- Second, I wanted to attend the conference of an organization with a more international membership than the other education organizations to which I belong (AERA, LRA, ChLA). I was only able to attend for a day, but I sensed a more equal balancing of perspectives. Instead of the American public school system being at the center and everything else being discussed in comparison to it, education was at the center and all topics were discussed in relation to it.
- Third, the conference was in Atlanta. Because CIES is an international organization, the conference usually is held outside the U.S. This year, however, it was in Atlanta -- a short enough hop away that I could fly out one day and come back the next. How could I not attend?
Culham, T. E., Lin, J., Oxford, R., & Anderson, A.W. (2017, March). Book launch: Toward a spiritual research paradigm: Exploring new ways of knowing, researching, and being. Presented at the Comparative and International Education Society Conference, Atlanta, GA.
ciesconference.handout.andersonch2.030517.pdf | |
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Sunshine State Teaching & Learning Conference, St. Petersburg, FL --
February 15-17, 2017
Left: With (l-r) Professors Sergei Novikov, Patti Cooksey, and PEL Executive Director Amanda Hagood, all with Eckerd College.
Anderson, A.W., Cooksey, P., Novikov, S., & Hagood, A. (2017, February). Rethinking and retooling teaching in online courses: Two case studies. Paper presented at the Sunshine State Teaching & Learning Conference, St. Petersburg, FL.
Part of my work as Director of Blended and Online Learning for the Program for Experienced Learners (PEL) at Eckerd College was to help professors navigate the online learning management system (Moodle) and to develop or enhance online courses. When Professors Cooksey and Novikov needed to revise their online courses, I asked if they would be interested in documenting the work and in producing an article about the process. We collected before-and-after screen shots of their course sites, and I made in-the-moment notes and observations as I worked with each of them. They, in turn, contributed their reflections, and we drew on Amanda Hagood, who previously was Director of Blended Learning for a consortium of colleges, to help us contextualize our work. The article is still in progress, but the first ever Sunshine State Teaching & Learning Conference -- a collaboration between USF and UCF -- afforded us the opportunity to share our work and to hear other presentations about such issues as reflective service learning courses, gaming as instructional pedagogy, and the challenges of teaching 21st century college students.
February 15-17, 2017
Left: With (l-r) Professors Sergei Novikov, Patti Cooksey, and PEL Executive Director Amanda Hagood, all with Eckerd College.
Anderson, A.W., Cooksey, P., Novikov, S., & Hagood, A. (2017, February). Rethinking and retooling teaching in online courses: Two case studies. Paper presented at the Sunshine State Teaching & Learning Conference, St. Petersburg, FL.
Part of my work as Director of Blended and Online Learning for the Program for Experienced Learners (PEL) at Eckerd College was to help professors navigate the online learning management system (Moodle) and to develop or enhance online courses. When Professors Cooksey and Novikov needed to revise their online courses, I asked if they would be interested in documenting the work and in producing an article about the process. We collected before-and-after screen shots of their course sites, and I made in-the-moment notes and observations as I worked with each of them. They, in turn, contributed their reflections, and we drew on Amanda Hagood, who previously was Director of Blended Learning for a consortium of colleges, to help us contextualize our work. The article is still in progress, but the first ever Sunshine State Teaching & Learning Conference -- a collaboration between USF and UCF -- afforded us the opportunity to share our work and to hear other presentations about such issues as reflective service learning courses, gaming as instructional pedagogy, and the challenges of teaching 21st century college students.
From the agenda (below), p. 25:
Rethinking and Retooling Teaching in Online Courses: Two Case Studies | Anne Anderson, Patti Cooksey, Sergei Novikov, and Amanda Hagood, Eckerd College Teaching online involves more than just uploading content, it requires a rethinking of assumptions about how we create a community of learning and a responsive retooling of teaching skills. Two instructors in an adult liberal arts college program working with a facilitator to re-imagine teaching their courses online—one for the first time and one revamping a course—overcame obstacles and discovered unexpected benefits. The facilitator captured in-the-moment thoughts, comments, and insights in field notes, and one instructor provided reflective notes throughout the process. Before-and-after screen shots of the Moodle portals document the changes made.
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Literacy Research Association Conference, Nashville, TN -- December 2016
From the Conference Program, pp. 96-97 (see file below): Area 11 Multimodal Data Analysis: A Curated, Open-Access Collection of Methodologies for Analyzing Digital, Visual, Gestural, and Filmic Texts Chair: Jenifer Jasinski Schneider, University of South Florida Discussant: Melanie Griffin, University of South Florida In this session, we share our development of an open access collection of products that demonstrate different methodologies for multimodal text analysis. The curated collection includes methodological procedures for analyzing digital, visual, gestural, dramaturgical, and filmic texts. During the LRA session, we will (1) explicate our individual processes for analyzing multimodal texts, (2) describe ‘curation’ as a method for creating a pooled case analysis of our methodological procedures, and (3) share examples from our open-access, digital collection. |
1. Multimodal Data Analysis: A Curated, Open-Access Collection of Methodologies for Analyzing Digital, Visual, Gestural, and Filmic Texts | Jenifer Jasinski Schneider, University of South Florida
2. Analyzing Illustrations Across Editions of Alice in Wonderland | Lindsay Persohn, University of South Florida
3. Analyzing Editorial Cartoons | Anne W. Anderson, Eckerd College
4. Analyzing Websites for Children | James L. Welsh, Florida Center for Instructional Technology
5. Analyzing Dramaturgical Texts | Susan Constable, Otterbein University & Carrie Blosser Scheckelhoff, Otterbein University
6. Analyzing Student-Made Films | Jenifer Jasinski Schneider, University of South Florida
Schneider, J. J., Griffin, M., Persohn, L., Anderson, A.W., Welsh, J. L., Constable, S., & Scheckelhoff, C. B. (2016, December). Multimodal data analysis: A curated, open-access collection of methodologies for analyzing digital, visual, gestural, and filmic texts. Symposium presented at the Literacy Research Association Conference, Nashville, TN.
2. Analyzing Illustrations Across Editions of Alice in Wonderland | Lindsay Persohn, University of South Florida
3. Analyzing Editorial Cartoons | Anne W. Anderson, Eckerd College
4. Analyzing Websites for Children | James L. Welsh, Florida Center for Instructional Technology
5. Analyzing Dramaturgical Texts | Susan Constable, Otterbein University & Carrie Blosser Scheckelhoff, Otterbein University
6. Analyzing Student-Made Films | Jenifer Jasinski Schneider, University of South Florida
Schneider, J. J., Griffin, M., Persohn, L., Anderson, A.W., Welsh, J. L., Constable, S., & Scheckelhoff, C. B. (2016, December). Multimodal data analysis: A curated, open-access collection of methodologies for analyzing digital, visual, gestural, and filmic texts. Symposium presented at the Literacy Research Association Conference, Nashville, TN.
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Com-J Reunion Weekend / Journalism Conference, Anniston, AL --
July 22-24 2016
Left: Cassandra Mickens (left), Deirdre Long (right), and I at the Com-J Reunion & Conference. Cassandra and I were in the second cohort (Class of 2008); Deirdre was in the first cohort (Class of 2007). Cassandra worked for community newspapers in Alabama and Mississippi before joining Children's of Alabama in Birmingham as senior coordinator of content and publications. Deirdre worked in various editorial positions at The Anniston Star until 2014 and is currently with Tactition Media LLC in Chesterfield, Missouri, as director of media brands.
In August 2006, the first cohort of Com-J students began their intensive one-year master's program in Community Journalism. Funded by the John S. and James L. Knight Foundation, the Ayers Family Institute for Community Journalism, and the University of Alabama, the program offered students a unique opportunity to study every aspect of community journalism from production to management. Housed for the first two years at The Anniston Star, the program embedded students within the community, as we found our own apartments throughout Calhoun County, and into the everyday life of the newspaper.
I was in the second cohort (August 2007 to August 2008), and I explored everything from municipal sewer systems to amateur music groups (all genres, all ages) to animal control issues to the place of children and teens in the paper and in the community -- and reported in print, online, and multimedia formats. Our professors drove from Tuscaloosa (two hours one-way) each week to deliver our classes at the Star, and they took us on field trips to Montgomery, Birmingham, Mobile, and to smaller towns as well. We met with editors of large dailies and small weeklies, learned about the business operations of a news organization, watched the presses run, and rode along -- from 2 - 5 a.m. -- with delivery carriers.
To mark the tenth year of the program, two of the professors (Drs. Wilson Lowrey and George Daniels) conducted a survey of the graduates to discover where the program had taken us since then and how the experience had served us and our communities. At the Com-J Reunion Weekend, they presented the results and we discussed the state of journalism today. Their findings were published in the article "Assessing a 10-Year Experiment in Community Journalism Education" (Journalism & Mass Communication Quarterly, 2017, Vol. 94(1) 335–354).
Both the article and a subsequent blog post concluded that the program had fallen short of its goals. However, I argued in an email to Lowrey and Daniels (sent after completing the survey but well before the reunion took place) that they -- similar to scholars in education -- had defined journalism too narrowly. Just as Colleges of Education tend to define education almost exclusively in terms of what takes place in public schools, Colleges of Communication and journalism programs tend to define journalism in terms of what takes place in professional news organizations instead of seeing how the principles and the work of informing and connecting are carried out across and within other disciplines and communities. Instead of accounting only for the direct, obvious, and linear paths it might be more accurate to also account for the indirect, arcane, and nonlinear courses and influences.
Nevertheless, I enjoyed the conference and found it interesting that of the 60 graduates of the program, only four had gone into academia and three of those were from our cohort. A fourth person from our cohort went on to law school. Of course, some of the more recent graduates may eventually move into academia; time will tell.
Other Forms of Research
Before leaving the Anniston area, we drove ten miles north to Jacksonville in search of the Alabama Damascus Steel forge and foundry. We had no specific address, just general directions given to us by one of the current Com-J cohort who had searched it out for an article. It was Sunday, and the place was officially closed -- but the gate was open and one of the workers happened to be there. He gave us a tour of the place and showed us how the steel is folded, forged, and formed into a strong and beautifully rippled blade.
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