Suzanne Blum Malley | Methodist University (original) (raw)

Books by Suzanne Blum Malley

Translingual Dispositions: Globalized Approaches to the Teaching of Writing, 2020

Working within the framework of translanguaging, the contributors to this collection offer nuance... more Working within the framework of translanguaging, the contributors to this collection offer nuanced explorations of how translingual dispositions can be facilitated in English-medium postsecondary writing programs and classrooms. The authors and editors comprise a wide array of writing scholars from diverse teaching and learning contexts with a corresponding array of institutional, disciplinary, and pedagogical expectations and pressures. The work shared in this collection offers readers cases of translingual dispositions that consider the personal, pedagogical, and institutional challenges associated with the adoption of a translingual disposition and interrogate academic translingual practices in U.S. and international English-medium settings.

Translingual Pedagogical Perspectives Engaging Domestic and International Students in the Composition Classroom , 2021

Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writin... more Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs. Contributors explore approaches used by diverse writing programs across the United States, insisting that traditional strategies used in teaching writing need to be reimagined if they are to engage the growing number of diverse learners who take composition classes.

The book showcases concrete and adaptable writing assignments from a variety of learning environments in postsecondary, English-medium writing classrooms, writing centers, and writing programs populated by monolingual and multilingual students. By providing descriptive and reflective examples of how understanding translanguaging can influence pedagogy, Translingual Pedagogical Perspectives fills the gap between theoretical inquiry surrounding translanguaging and existing translingual pedagogical models for writing classrooms and programs.

Additional appendixes provide a variety of readings, exercises, larger assignments, and other entry points, making Translingual Pedagogical Perspectives useful for instructors and graduate students interested in engaging translingual theories in their classrooms.

Contributors: Daniel V. Bommarito, Mark Brantner, Tania Cepero Lopez, Emily Cooney, Norah Fahim, Ming Fang, Gregg Fields, Mathew Gomes, Thomas Lavalle, Esther Milu, Brice Nordquist, Ghanashyam Sharma, Naomi Silver, Bonnie Vidrine-Isbell, Xiqiao Wang, Dan Zhu

Book Chapters by Suzanne Blum Malley

Translingual Pedagogical Perspectives Engaging Domestic and International Students in the Composition Classroom, 2021

Chapter 10, "Translingualism as Methodology for Peer Writing Consultants-in-Training," focuses on... more Chapter 10, "Translingualism as Methodology for Peer Writing Consultants-in-Training," focuses on the ways translingual practices can be taken up in nonclassroom learning environments. The author, Naomi Silver, describes the introduction, and subsequent revision, of copyrighted material, not for distribtion do not always reach back into this rich history, as editors, we fully acknowledge that without the work of those cited above, this collection, and the valuable insight of the contributors, would not be possible.

Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet , 2018

ABSTRACT In the study described here, the author presents an analysis of five years' worth of asy... more ABSTRACT
In the study described here, the author presents an analysis of five years' worth of asynchronous discussion board exchanges from 663 college students at four institutions in three countries (the U.S., South Africa,
Russia). In these interactions, playful discourse serves as a rhetorical strategy for initiating and developing social connection through small talk, or "phatic" communication, in a global such international contexts.
Keywords. conveying, discussion boards, global, knowledge-building, internet-mediated learning environment, ludic, phatic, relational, small
talk, transactional, writing classrooms

Stories that Speak to Us: Exhibits from the Digital Archive of Literacy Narratives, Mar 2013

"Multilingual Literacy Landscapes by Alanna Frost & Suzanne Blum Malley ABSTRACT | In this cura... more "Multilingual Literacy Landscapes
by Alanna Frost & Suzanne Blum Malley
ABSTRACT | In this curated exhibit of literacy narratives, we (Frost and Blum Malley) reflect on the work that five of our students have recorded or composed for submission to the Digital Archive of Literacy Narratives (DALN). The literacy narratives of multilingual contributors to the DALN serve as a valuable resources for understanding and appreciating the linguistic and rhetorical versatility with which multilingual composers creatively navigate a variety of contexts, discourses, and modes of communication.

Rodriguez argues for a methodology of studying writing in public spaces that can determine a community’s “ethnolinguistic vitality” (1). It is, indeed, this vitality that we feel best describes the multilingual and multimodal compositions found on the DALN. We see multiple parallels between the interrogation of multilingual and multimodal literacy narratives and the ways in which those narratives can contribute to both an in-depth investigation of individual signs and symbols as well as broad view of an overall literacy landscape. The variety and complexity of multilingual and multimodal literacy narratives offers a public space in which community members repeatedly, even unknowingly, challenge global understandings of what it means to communicate in “English.”"

Papers by Suzanne Blum Malley

The International Exchanges on the Study of Writing Series publishes booklength manuscripts that ... more The International Exchanges on the Study of Writing Series publishes booklength manuscripts that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The series aims to examine writing activities in 21st-century contexts, particularly how they are informed by globalization, national identity, social networking, and increased cross-cultural communication and awareness. As such, the series strives to investigate how both the local and the international inform writing research and the facilitation of writing development. The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet, 2018

Penelitian ini merupakan bagian dari kegiatan mencari bahan baku untuk pembuatan isolator keramik... more Penelitian ini merupakan bagian dari kegiatan mencari bahan baku untuk pembuatan isolator keramik porselen. Bahan baku untuk pembuatan benda uji keramik sebagian besar menggunakan bahan baku lokal.Proses pengolahan bahan baku pada penelitian ini : pembuatan komposisi, pengolahan bahan dan pembuatan benda uji. Metode yang akan dilakukan dalam pengolahan ini yaitu proses pemisahan dengan cara basah dan kering.Untuk mengetahui kualitas kelistrikan dari bahan baku keramik maka dibuat benda uji dan dilakukan uji tegangan tembus listrik.Hasil uji terhadap benda uji ternyata semua benda uji masih belum memenuhi standar IEC maupun ASTM. Nilai hasil uji terhadap sampel sekitar (7,99-9,35) kV/mm dan semua sampel belum memenuhi standar yang direkomendasikan oleh PLN (9,85 kV/mm). Hasil uji tersebut menunjukkan bahwa sampel no. 5 dan 6 yang mendekati standar dari PLN. Perlu evaluasi terhadap komposisi , bahan dan proses pembuatan dari benda uji keramik. Kata Kunci : Bahan mentah keramik (kaolin, felspar, ball clay,kuarsa), pengujian benda uji, pengujian tegangan tembus, kualitas bahan keramik.

In Computers and Composition Spring 2015 Special Issue: CIWIC, DMAC, and Technology Professional ... more In Computers and Composition Spring 2015 Special Issue: CIWIC, DMAC, and Technology Professional Development in Rhetoric and Composition

by: Suzanne Blum Malley, Corrine Calice, Ames Hawkins, Pegeen Reichert Powell, Jonn Salovaara, and Ryan Trauman (Columbia College Chicago)

Colleagues from Columbia College Chicago, in "CIWIC/DMAC: An Ecology of Influence at Columbia College Chicago," describe the impact that their institute attendance over the years has had at their institution. Together, the voices, stories, and stances present, as they put it "rheto-technodiversity" that manifests as a wecology. In the introduction to their piece, Ames Hawkins, Suzanne Blum Malley, Corrine Calice, Jonn Salovaara, Ryan Trauman, and Pegeen Reichert Powell over an eloquent frame for the collected pieces, each of which addresses, in various ways and through various means, notions of openness and issues of insider–outsider dynamics. The piece closes by claiming the importance of questions and continued question-asking, and offers the metaphor of hospitality as one to help us chart answers. Hospitality is, although not often enough acknowledged or discussed, one of the hallmarks of CIWIC/DMAC. Shaping and supporting hospitable spaces where participants can live, play, and work during the intense two weeks of the institute is a significant part of its success, and of the ability of participants to take full advantage of the activities of the institute.

Essential Teacher 3.2, Jun 2006

Conference Presentations by Suzanne Blum Malley

This roundtable session offers both a critical framing and practical discussion of the pedagogica... more This roundtable session offers both a critical framing and practical discussion of the pedagogical considerations of the Digital Archive of Literacy Narratives (DALN). For these participants, the DALN has become an instructional resource that deepens and expands literacy narrative assignments. Such assignments have long been valued for their ability to help students resist dominant narratives (Soliday, 1997), recognize the social construction of literacy (Scott, 1995), and develop confidence in themselves as writers (Corkery, 2005), as well as how much they can teach teachers (Carpenter & Falbo, 2006; Rose 1990). The rapid growth of the DALN has accompanied the increasing popularity of literacy narrative assignments; as such, it offers a unique and dynamic site on which we can map pedagogical change and futures. Our experiences suggest that working with the DALN is a necessary component of the literacy narrative project, and that these projects can, in turn, shed new light on the roles of a public archive. As a new and evolving technology, the DALN provides an opportunity for pedagogical experimentation with students, whether they’re composing/contributing their own narratives, researching/analyzing others’, or mixing methods and media into new, hyrid genres.

This panel interrogates the ways in which digital technologies and multimodal composing practices... more This panel interrogates the ways in which digital technologies and multimodal composing practices provide an effective means of moving beyond our traditional approaches to teaching and evaluating multilingual writers, approaches which are, as Canagarajah persuasively points out, “hampered by monolingualist assumptions…preventing us from fully understanding the resources multilinguals bring to their texts (Canagarajah “Toward a Writing Pedagogy” 589). He suggests that we shift to an understanding of language acquisition as

“practice-based, adaptive, emergent…multimodal, multisensory, multilateral, and therefore, multidimensional… socially embedded, ecologically sensitive, and interactionally open” (“Lingua Franca” 924).

Likewise, Hawisher et al. convincingly demonstrate that

“in both global and local contexts the relationships among digital technologies, language, literacy, and an array of opportunities are complexly structured and articulated within a constellation of existing social, cultural, economic, historical, and ideological factors that constitute a cultural ecology of literacy” (“Globalization and Agency” 219).

As panelists, we embrace the complex ecologies of multilingual communication and of digital literacies and we can’t help but wonder about and experience wonder at what happens when those two things intersect. What types of lenses do digital literacies offer for an examination of multilingual rhetorical strategies and of multilingual literacies?

Translingual Dispositions: Globalized Approaches to the Teaching of Writing, 2020

Translingual Pedagogical Perspectives Engaging Domestic and International Students in the Composition Classroom , 2021

Translingual Pedagogical Perspectives Engaging Domestic and International Students in the Composition Classroom, 2021

Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet , 2018

Stories that Speak to Us: Exhibits from the Digital Archive of Literacy Narratives, Mar 2013

Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet, 2018

by: Suzanne Blum Malley, Corrine Calice, Ames Hawkins, Pegeen Reichert Powell, Jonn Salovaara, and Ryan Trauman (Columbia College Chicago)

Essential Teacher 3.2, Jun 2006

Likewise, Hawisher et al. convincingly demonstrate that

A primary goal of this collection is to build a rich description and analysis of the various prog... more A primary goal of this collection is to build a rich description and analysis of the various programs, pedagogies, teachers, and students that are already successfully composing within translingual and translocal norms. We seek contributors that represent a diverse cross-section of teacher-scholars—ranging in expertise (e.g. bridge programs, FYW, upper level writing, business and science writing, and multimedia writing), professional status (e.g. pre-service teachers, graduate students, non-tenured faculty, tenured faculty, and administrators), and geographic and institutional location (e.g. US-based, international). We are working towards a collection that offers a variety of approaches to and perspectives on translingual and translocal pedagogies.

Please contact me if you would like a copy of the complete study. The links below take you to sum... more Please contact me if you would like a copy of the complete study. The links below take you to summary sites.

This study is an examination of the rhetorical strategies students use to write for relational (social) and transactional (informational) purposes on the discussion boards of a global, internet-mediated learning environment (IMLE). Specifically, I discuss the results of an analysis of five years of asynchronous, written discussion board exchanges in a global, online exchange with 663 college students identified as “at-risk” at their home institutions. First, I build from previous research into the nature of social connection, small talk, and writing in digital, networked non-classroom and classroom settings to establish a framework for my investigation of how students successfully write to learn in an IMLE. I argue that ludic, or playful, discourse serves as a key rhetorical strategy for successfully initiating and developing social connection through small talk, or “phatic” communication, in an IMLE with large numbers of participants. Furthermore, I claim that the written small talk on the discussion boards provides fundamental relational building blocks that undergird any continued interaction and subsequent student learning. Second, I analyze the student writing that follows the initial social connections and identify key rhetorical strategies that account for the knowledge practices of academic writing evident in student informal argumentation and social negotiation. Ultimately, I highlight the important role of the relational, rhetorical moves in the discussion board writing, suggesting that these types of writing must be combined with transactional, information and argument building, rhetorical moves to “do the work” of creating effective online learning spaces for writing classrooms.