From the Guest Editors
Connie Kendall Theado ~ University of Cincinnati ​​​​​​​​
Samantha NeCamp ~ University of Cincinnati

Our work is what unites those of us who read this journal: we are connected by our shared interest in and commitment to literacy learning in the college classroom. How we imagine that work, though— its scope and its boundaries—is as varied as the institutions in which we work and the students with whom we share our classrooms. As we explained in our initial Call for Proposals, this special issue focuses on how our conceptions of “work” in the college literacy classroom impact the people, the labor(ing), the documents, the physical space, and the imagined future workplaces that are present within it, as well as the administrative structure and larger college environment within which such work operates...

Special Issue ~ Volume 45​​​​​​​

Conceptions of Work in the College Literacy Classroom

Collaborative Co-Mentoring: Building Horizontal Alliances through Faculty Development

Illuminating Reading as intellectual Labor: Cultivating Readerly Behaviors in the Writing Classroom

Conceptions of Work in First-Year Writing: A Case Study

M. Amanda Moulder
University of San Diego

Sophie Bell
St. John's University (Queens)
Zack K. De Piero 
Pennsylvania State University, Abington​

Kelly Blewett ​
Indiana University East

Reconceptualizing the Work of Assessment: Toward a Culture of Inquiry

Transformative Programs, Transformed Practice: Multiliteracies and the Work of the Composition Program

Resisting Meritocracy: Students' Conceptions of Work at a Regional University

Sonya L. Armstrong
Texas State University 

Concetta A. Williams 
Chicago State University

Logan Bearden
Eastern Michigan University​

Rebecca A. Powell ​​​
University of Southern Mississippi 

Joyce Olewski Inman 
University of Southern Mississippi

Forum: Views from the Field

Book Review


Vanessa Kraemer Sohan 
Florida International University
Various Authors (see below)
Bruce Horner
University of Louisville


Forum: Views from the Field​​

The Work of Boundary-Crossing in a Community-Engaged Literacy Course

To Work: Naming, Acting On, and Modifying in the College Literacy "Classroom"

Remediation in the 21st Century

Michael Blancato
Ohio State University

Gavin P. Johnson
Ohio State University

Beverly J. Moss
Ohio State University

Sara Wilder
University of Maryland
Ed Nagelhout
University of Nevada, Las Vegas

Laurie Bauer
University of Cincinnati, Blue Ash College

“Work” as Taking and Making Place​

What Literacy Faculty Should Know and Be Able to Do: Reading as Literacy Work

The Sky is Falling​ ​​

Joanne Rose Andres Castillo
University of Utah

Claudia Itzel Sauz Mendoza
University of Utah

Romeo García
University of Utah

Christie Toth
University of Utah

Alice S. Horning
Oakland Univeristy

Deborah Kellner
University of Cincinnati, Clermont College

The Spectrum of Service: Refocusing Academic Work through a Military Lens

Brenda Helmbrecht
California Polytechnic State University, San Luis Obispo

Dan Reno
University of Nevada, Reno