Submissions are sought for a collection of essays that explores the intersections of literacies and the building of knowledge in the
community college classroom. The collection will look at the various ways knowledge is acquired through writing and how that learning is acknowledged/reflected upon by students and used for further knowledge building.

Questions contributors may want to consider include, but are not limited to:

In what ways is the acquisition of knowledge different at a community college from a four-year institution? What accounts for those differences? If there are no differences, how can this be
demonstrated?

How does the use of technology (or the restricted use of technology) affect student learning? What innovative ways have community colleges adapted technology in an effort to engage students?

How do material challenges (e.g. the need to work, lack of study
space, limited computer access, etc) affect knowledge acquisition?

How do community college students engage with the community while learning? Does this occur more than for students at 4-year
institutions?

How do community college composition teachers adjust their pedagogy to meet the needs of a student body less often prepared for college-level work?

What types of knowledge emerge in the community college classroom (examples of subjugated/situated/emergent/etc.) and what are the intersections with writing?

What kinds of writing assignments encourage the demonstration of non-traditional concepts of knowledge?

What kinds of writing assignments or classroom-based activities build on prior knowledge students bring to the community college classroom?

How are instructors using reflective practice in the community college classroom? What challenges are met? What unexpected successes have been encountered?

Please submit abstracts of no more than 500 words to Heather Ostman (Heather.Ostman@sunywcc.edu) and Heidi Johnsen
(hjohnsen@lagcc.cuny.edu) by September 30, 2010.

Completed essays will be due January 3, 2011.