Many of the previous ways of understanding disciplinary knowledge outside of discipline-specific contexts, most frequently metaphors and tropes, are useful when working within abstract, theorized concepts, but do not fare well when a practical application such as collaboration, and specifically transdisciplinary collaboration, is the goal. Rather, in the case of transdisciplinary collaboration between the specific observed First Year Composition and Jazz classrooms and learning environments, the situated literacies identified within each classroom are useful foundations for understanding how knowledge is produced or transferred in those environments, and therefore function as points of engagement around which instructors and students can design discipline-specific or transdisciplinary collaborative initiatives.
|Commitee:||Blair, Kristine, Carter Wood, Sue, Messenheimer, Trinka, Nickoson, Lee|
|School:||Bowling Green State University|
|Department:||English/Rhetoric and Writing|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Music, Pedagogy, Literacy, Reading instruction, Rhetoric, Higher education|
|Keywords:||Collaboration, First year composition, Jazz, Literate activity, Situated literacies, Transdisciplinary|
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