nctear 2010 - cfp and info


Assembly for Research Midwinter Conference


February 19th-21st, 2010; University of Pittsburgh, Pittsburgh, PA
Co-sponsored by Indiana University of Pennsylvania
Co-Chairs: Amanda Godley, sj Miller, and Amanda Thein

The 2010 conference theme focuses on new research methodologies that have
emerged in response to new questions in literacy research, such as the
relationship between literacy and identity, longitudinal literacy
development, and out-of-school literacies. The conference theme also aims to
address current practical, theoretical, and methodological challenges in
literacy research, such as collecting rich data within classrooms and
managing tensions between "scientifically-based" research and in-depth
qualitative research. Our keynote speakers will speak to the affordances and
challenges of various literacy research methodologies, including memoir,
oral history, classroom discourse analysis, policy research and
teacher/faculty collaborations.

We welcome proposals that describe literacy researchers' methodological
insights and challenges through descriptions of specific studies,
explorations of emerging theories of research, and considerations of
practical and ethical research dilemmas.

Proposals (no more than 2 single-spaced pages) should address the following:
The research question(s), methodology, findings/issues/questions for
discussion, and how the research will contribute to the conference
conversation. If your paper is a conceptual/theoretical one, please describe
your theoretical framework and argument and tell how it will contribute to
the conference conversation. We strongly encourage the participation of
classroom teachers and graduate students, so if you are currently a
classroom teacher or graduate student, please indicate so in your proposal.
Please send all proposals to NCTEAR@pitt.edu. The deadline for submission of
proposals is September 30, 2009.

FOR MORE INFORMATION, check out the conference website at:

QUESTIONS? Email NCTEAR@pitt.edu


knowing by doing?

as fears about the dark side of social networking abound, one question continues to persist for me: to what extent does someone (a researcher of adolescents' literacies, for example) benefit from participating in the digital communicative landscape when aiming to make sense of that landscape within the lives of aforementioned adolescents?

i recall having a similar conversation about gaming and literacy research and wondering whether one had to play video games in order to research gaming in the lives of youth. thinking back to that conversation now, i am reminded of a video i saw recently on edutopia in which mimi ito is being interviewed about her digital youth study. in it, ito describes three ways that she observed youth engaging in informal learning outside of school with technologies:
hanging out
messing around
geeking out

each of these "ways in" - what ito and her colleagues refer to as "genres of participation" - is associated with various sets of practices and postures and social communities. as i thought about these distinctions (see video and full report for on these genres), i began to wonder about how researchers fit into (or don't) these participation genres. and to what extent and in what ways do we locate ourselves within these already hybrid spaces and moments of digital participation...