In Teaching and Learning JOURNAL

CurrentsACADEMIC In Teaching and Learning JOURNAL VOLUME 11 NUMBER 2 FEBRUARY 2020 CURRENTS | FEBRUARY 2020 About Us Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Published twice a year, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today. Non-specialist and jargon-free, Currents is addressed to both faculty and graduate students in higher education, teaching in all academic disciplines. Subscriptions If you wish to be notified when each new issue of Currents becomes available online and to receive our Calls for Submissions and other announcements, please join our Currents Subscribers’ Listserv. Subscribe Here Table of Contents EDITORIAL TEACHING REPORTS “Globalizing Learning” 4 “ Reimagining Epistemologies: Librarian- 16 —Martin Fromm Faculty Collaboration to Integrate Critical Information Literacy into Spanish Community-Based Learning” —Joanna Bartow and Pamela Mann PROGRAM REPORTS “ Encountering Freire: An International 7 “Bringing the Diary into the Classroom: 47 Partnership in Experiential Learning and Ongoing Diary, Journal, and Notebook Social Justice” Project” —Allyson Eamer and Anna Rodrigues —Angela Hooks “Transnational Exposure, Exchange, 32 and Reflection: Globalizing Writing Pedagogy” ESSAY —Denise Comer and Anannya Dasgupta “Engaging University Faculty in 94 Linguistically Responsive Instruction: Challenges and Opportunities” “Changing Our Minds: Blending 55 —Colleen Gallagher and Jennifer Haan Transnational, Integrative, and Service- Oriented Pedagogies in Pursuit of Transformative Education” —Nikki K. Rizzo and David W. Marlow BOOK REVIEWS David Damrosch’s How to Read World 108 “ Globalized Learning Through Service: 67 Literature Study Abroad and Service Learning” —Brandon W. Hawk —Kevin Bongiorni Dawn Bikowski and Talinn Philips’ 110 “Globalizing Learning: Integrating 81 Teaching with a Global Perspective: an Education Abroad Program in a Practical Strategies from Course Design First-Year, First Semester Learning to Assessment Community” —Kisha G. Tracy —Linda M. Lyons THE BACK PAGE About Us, Subscriptions, Submissions, Inquiries CURRENTS | FEBRUARY 2020 EDITORIAL Globalizing Learning —Martin Fromm In a political climate that tends to paint a simplistic students’ writing is both enhanced by and constructive dichotomy between globalization and free movements of global learning. The teaching reports in this issue of ideas and people across borders on one hand and also address the issues surrounding study abroad. While national security and nationalism on the other, it can higher education institutions now almost unanimously be difficult to pay attention to the complex ways in promote study abroad, at least in rhetoric, these authors which local, regional, national, and global forces interact provide conceptual and theoretical as well as concrete, and intersect in individuals’ life-worlds. This wide gap hands-on approaches to making study abroad a more between public discourse and social realities makes it fully integrated part of the university curriculum and particularly important for educators to explore rigorous aligning it more deeply with the university’s broader nuanced approaches to globalizing learning. In this academic mission of rigorous and transformational context, what kinds of innovative assignments and learning. Finally, the articles in this issue direct our programs can be developed in the service of expanding attention to the opportunities and challenges that the students’ critical reflection on societal issues through a internationalization of college campuses brings to the comparative, transnational lens? How can cross-national classroom, suggesting that attending more inclusively and cross-cultural avenues of study and collaboration to the needs of linguistically diverse students should be enrich students’ critical reflectiveness about the processes an integral part of creating a student-centered learning of writing and conducting research? How might we experience for all students. think differently about study abroad in order to infuse global earning more deeply into the structure and spirit Allyson Eamer and Anna Rodrigues kick off the issue of students’ educational experience? Finally, how can with their reflections on the role of globalized learning in faculty engage in more culturally sensitive and inclusive inspiring students to apply their academic disciplines in ways with the diversity that has accompanied the ways that can directly address and impact on-the-ground globalization of college and university campuses? social realities. In “Encountering Freire: An International Partnership in Experiential Learning and Social Justice,” The articles in this issue address these questions from the authors hone in on Freirian concepts of critical multiple intersecting perspectives. An important concern pedagogy and evaluate the effectiveness of cross-national that the authors raise is that of elevating students’ social collaboration between higher education institutions in and civic consciousness, developing their ability to Canada and Brazil in bringing these concepts to life for critically evaluate the contextually situated nature of students such that they would begin to view themselves information and knowledge production, and stimulating as “agents of change.” Freire’s critical and dialogic their awareness of the entanglement of local and global pedagogy also inform the theoretical underpinnings processes in shaping social inequalities. Directing of the next article, “Reimagining Epistemologies: students’ attention to the different contexts of knowledge Librarian-Faculty Collaboration to Integrate Critical production relates to a second line of inquiry, that of Information Literacy into Spanish Community-Based grounding the writing process in cross-national-inter- Learning,” written by Joanna Bartow and Pamela Mann. cultural exchange and collaboration. Indeed, whether As an alternative to taking students across national in the form of writing in personalized journal or diary borders, Bartow and Mann describe their experience of format, comparing notes on topical writing assignments “engaging students with the political, cultural, and social with students at institutions across cultural and national issues surrounding transborder migration through the binaries, or incorporating study abroad experience intersecting lenses of community-based learning and into the first year writing program, the authors put critical information literacy.” They discuss their approach forward a persuasive argument that the cultivation of to “invit[ing] students to link self-reflective, engaged 4 EDITORIAL | GLOBALIZING LEARNING CURRENTS | FEBRUARY 2020 Globalizing Learning continued citizenship locally with broad international challenges” while inculcating in them habits of “applied and multi- while also challenging students to “examine the context dimensional thinking” that can transform them into and authorship of information to reframe notions “critically thinking, socially tolerant, global problem- of authority and their own process of knowing—to solvers.” In “Globalized Learning Through Service: Study reimagine epistemologies.” Abroad and Service Learning,” Kevin Bongiorni hones in on service learning as a powerful way to intensify the The two articles that follow suggest that writing experiential, real-world learning application of study pedagogies provide fertile ground for exploring global abroad. While noting the benefits of students’ “comfort issues and transnational partnerships. Assessing the with and increased fluidity in the target language” that results of a writing exchange between first-year students accompanied their “‘authentic’ and ‘real’ linguistic and at two universities in India and the U.S., Denise Comer cultural experience outside of a classroom environment,” and Anannya Dasgupta suggest that the integration of Bongiorni also observes the transformative impact cross-cultural dialogue with reflective writing had both of this integrative approach to study abroad on the intellectual and affective impacts on the students, pulling students’ social consciousness as “they internalized and them out of their comfort zones and prompting them to felt the effects of these [social] issues in a visceral and examine the specific social and cultural contexts that shape real way.” Re-incorporating study abroad within the their writing. In “Transnational Exposure, Exchange, university and classroom academic context, Linda Lyons and Reflection: Globalizing Writing Pedagogy,” they discusses an innovative and interdisciplinary approach to observe the students’ “enhanced sense for the act of making study abroad an integral part of students’ first writing as consequentially connected to where one is year experience. In “Globalizing Learning: Integrating located in the world and the shaping power of one’s an Education Abroad Program in a First-Year, First material, social, and emotional contexts on how reading Semester Learning Community,” Lyons describes “three and writing works.” Locating this reflective process in developmental stages…(pre-departure, in-country, the more personal space of diary and journal writing, and re-entry/post-travel)” that “assist these students in Angela Hooks posits that “bringing the diary

Load more