VTechWorks staff will be away for the Thanksgiving holiday beginning at noon on Wednesday, November 27, through Friday, November 29. We will resume normal operations on Monday, December 2. Thank you for your patience.

Browsing by Author "Becker, Tim"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Composition, Digital Literacies, & Instructional Design: Creating Open Resources Together
    McNabb, Kayla B.; Griffin, Katlyn; Feerrar, Julia; Becker, Tim; Robertson, Chloe; Awotayo, Olayemi; Zaldivar, Marc; Becksford, Lisa (2021-02)
    In this session, we (the Composition Program, the University Libraries, and TLOS) will outline our goals in creating a series of educational modules through our Pathways grant-funded project, discuss how the project shifted to address unique challenges presented by COVID-19, share lessons learned and feedback that we received from users, and look toward the future possibilities for this collaboration. Throughout this session, we will create space for attendees to brainstorm and share how they could apply our experience in their own collaborations and ask them to consider the impacts and benefits of fostering these kinds of collaborations on their campuses.
  • Thumbnail Image
    The Spatial Metaphors of Transfer
    Becker, Tim (Association of Teachers of Advanced Composition, 2023)
    While transfer remains the dominant yet controversial metaphor for describing how learning from one context affects learning in another, writing scholars propose numerous alternatives better aligned with current models of learning in consequential transitions, boundary crossing, and threshold concepts; however, each shares a pervasive epistemic constraint: a systematic metaphor that frames transfer as transportation. Drawing on Lakoff and Johnsen, I identify four dimensions of spatiality as transfer’s experiential bases: physical, technological, social, and temporal. I argue that transfer entails metrics of distance biased towards unilateral transitions and traditional educational trajectories, and it objectifies learning, perpetuating outmoded theories of language, mind, and transfer. I support calls to replace transfer with a more generative metaphor, turning needed attention to pragmatic issues of uptake and circulation. However, contending that terminological change is not enough to mitigate its entailments, I propose conventionalizing mindfulness of the metaphor via existing processes and practices of disciplinary enculturation.