Audience and Authority in the Professional Writing of Teacher-Authors

Autor/inn/en	Whitney, Anne Elrod; Anderson, Katie; Dawson, Christine; Kang, Suyoung; Rios, Elsie Olan; Olcese, Nicole; Ridgeman, Michael
Titel	Audience and Authority in the Professional Writing of Teacher-Authors
Quelle	In: Research in the Teaching of English, 46 (2012) 4, S.390-419 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Teachers; Elementary Secondary Education; Authors; Writing for Publication; Literacy; Language Arts; Journal Articles; Periodicals; Audience Awareness; Learning Experience; Inservice Teacher Education; Communities of Practice; Group Dynamics; Self Efficacy; Expertise; Self Concept + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Author; Autor; Autorin; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachkultur; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Lernerfahrung; Lehrerfortbildung; Community; Gruppendynamik; Self-efficacy; Selbstwirksamkeit; Expert appraisal; Selbstkonzept
Abstract	This article discusses the ways issues of audience and authority are encountered and addressed by classroom teachers who write journal articles for publication. Drawing on an interview study of K-12 classroom teachers who have published articles in NCTE's journals Language Arts, Voices from the Middle, and English Journal, we show that teachers developed and deployed strikingly different conceptions of audience at different points in their composing process. Before and after writing, they acknowledged the wide and mixed readership of those journals, including university-based scholars; however, while drafting their articles they thought about a much more limited group of "teachers like them." In doing so, these teacher-authors found a concrete way to navigate the contested place of classroom teachers in wider education discourses. We highlight two major implications of this work. First, it complicates the standard advice to writers to "know your audience," showing instead how considerations of audience are closely linked to questions of one's status relative to members of that audience. Second, our work might complicate understandings of legitimate peripheral participation and how members of communities of practice are positioned relative to one another vis-a-vis authority: teacher-authors manipulated notions of authority, temporarily redefining some readers as more central and others as more peripheral, in ways that shifted according to the authority stances those definitions allowed them to take in composing. (Contains 1 table.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10