Reading together

Perusall logoWe’ll use Perusall to annotate and read together. Link here to Perusall.

Instructions for joining Perusall on the Getting Started page.

Writing together

We’ll use Currents to share writing. Link here to our community (need to log in to Wildcat Mail first)

Instructions for joining Currents on the Getting Started page.

Weeks 3 & 4

Weeks 3 & 4

Week 3: Things to do in a nutshell

  • Feb 8: Write (or video record) a new memo (update on research plans) and post in Currents. Try to find a text that will help you with your research.
  • Before class on Feb 9: Read and comment on Baker-Bell chapter 1 from Linguistic Justice in Perusall

Week 4: Things to do in a nutshell

  • Feb 15: Write (or video record) a new memo (update on research plans) and post in Currents. Try to find a text that will help you with your research.
  • Before class on Feb 16: Read and comment on EITHER 1) “Reading and Responding to LGBTQ-inclusive Children’s Literature in School Settings: Considering the State of Research on Inclusion” OR 2) “Hey Siri: Exploring the Potential for Digital Tools to Support Heritage-Language Use in English-Dominant Classrooms” in Perusall.

Week 3: Reading and Memos

By Monday night, Feb 8: Research Memo 2 due in Currents

Each week, we’ll make some progress on research and share out this progress in weekly memos. Our early memos will most likely focus on curiosities, questions, thoughts about the things we’re reading; as the semester progresses, the memos will focus on data collection, methods, and analysis. We’ll give feedback in research teams on these memos, supporting each other’s research. Memos will be due on Monday nights in our Currents community: in these memos, share with us what you read, thought about, worked on in between our class sessions. We’ll make plans/goals for each week together, offering support as productive researchers. Together, we’ll create prompts at the end of each class session to guide the next week’s focus for our memos.

This week: have you changed your mind? Are you starting to hone in on an area of interest? Did you find an article, book, talk, etc that was helpful? If so, you might give a summary here and say a bit about how the text is helping you think about your research. Any thoughts on how you might collect data? (you can write this or video record and upload to Currents).

Before class on Tuesday, Feb 9: Read and comment in Perusall on chapter 1 from Linguistic Justice. Link to Perusall.

As you’re reading and commenting, notice how Baker-Bell talks about her research and why she is interested. Insights into what she researchers and how.


Wednesday, Feb 10, 4:00-5:00: If you can, consider joining this webinar with Dr. April Baker-Bell, Dr. Aydé Enríquez-Loya, and Dr. Sara Trechter.

How do we honor, validate, and sustain language identities? Join us for a conversation featuring Dr. April Baker-Bell (Associate Professor, Departments of African American and African Studies and English at Michigan State University), author of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy (2020), in conversation with Chico State’s Dr. Sara Trechter (Professor of English) who studies the Lakhota, as well as language revitalization with the Nu’eta, and Dr. Aydé Enríquez-Loya (Associate Professor of English), who studies cultural rhetorics and femicides of Mexican/Mestiza women on the US/Mexican border.  Together, they will discuss the contention of language, the violence of language, and the work needed for language recovery, reclamations, and celebration of language and language identities. Facilitated by Dr. Kim Jaxon (Professor of English).

https://www.csuchico.edu/bic/events/stories/linguistic-diversity.shtml 


Week 4: Reading and Memos

Research Memo 3 due in Currents

Each week, we’ll make some progress on research and share out this progress in weekly memos. Our early memos will most likely focus on curiosities, questions, thoughts about the things we’re reading; as the semester progresses, the memos will focus on data collection, methods, and analysis. We’ll give feedback in research teams on these memos, supporting each other’s research. Memos will be due on Monday nights in our Currents community: in these memos, share with us what you read, thought about, worked on in between our class sessions. We’ll make plans/goals for each week together, offering support as productive researchers. Together, we’ll create prompts at the end of each class session to guide the next week’s focus for our memos.

This week: focus TBA

Before class on Feb 16: Read and comment on EITHER 1) “Reading and Responding to LGBTQ-inclusive Children’s Literature in School Settings: Considering the State of Research on Inclusion” OR 2) “Hey Siri: Exploring the Potential for Digital Tools to Support Heritage-Language Use in English-Dominant Classrooms” in Perusall.

Again, think about how they did the research.

We’ll also talk about the annotated bibliography assignment in class on Feb 16.