Category Archives: Concurrent Paper Session C (3:00pm-3:30pm)

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Trauma Testimonials in Slam Poetry: A Portrait of Resilience

Concurrent Paper Session C (3:00pm-3:30pm)

Kelly Schucker

This study emphasizes the value of engaging in nonacademic literacy practices (specifically focusing on slam poetry) as an authentic source of literacy engagement, and as a method of identity exploration and exposition through performative poetry. This paper specifically looks at one slam poetry competition event in a rustbelt city in the United States. Four poets consented to participate in this study, which requested: to film and transcribe the poet’s performances at that event, and to participate in both a semi-formal interview and a viewing session (which was a semi-formal interview that focused on film of one of the poet’s slam poems). All data was recorded and linguistically transcribed.Significant coding and analysis revealed a few major themes across all poets in relation to their expressions of identity-establishment: 1. a major theme in slam poetry is the testimony of trauma narratives 2. poets frequently use metaphor in their poetry: a. as a way to better understand their own experiences, trauma, and oppression b. as a tool to connect with the audience through shared experiences and knowledge 3. in sharing narratives of trauma, poets demonstrate their resilience.

Zoom Link: https://buffalo.zoom.us/j/94545791685?pwd=bUpudnZodFE0VlUwNXNYMm5Bdkl1dz09

Exploring the Use of Elements of New Literacies Theories in Traditional Developmental Writing Class for First Year College Students

Concurrent Paper Session C (3:00pm-3:30pm)

Odette J Reid

This paper presentation will be on the qualitative comparative case study that was designed to explore the differences of students’ engagement and motivation in a traditional developmental writing class, and one in which elements of a new literacies stance (Bailey, 2012) were taken by the instructor. Based on interviews, surveys, and classroom observations, this study examined how students engaged with writing and each other in two types of classrooms: one – traditional and one infused with new literacies. Additionally, the study’s purpose was to determine whether the teaching practices and pedagogies of adjunct instructors could be enhanced and/or informed using theories in new literacies, specifically multimodality, new literacies, and multiliteracies. Various themes emerged in this study which showed that theories in new literacies influence student engagement and the teaching practices of developmental writing instructors. Furthermore, implications can be found with regards to teaching writing with an anti-racist pedagogy. The shift to remote learning during data collection also demonstrated the resilience of instructors and students, and the impact that shifting pedagogies can have on developmental writing instructions and process.

Zoom link: https://buffalo.zoom.us/j/99107096096

Parenting Special Needs Children and the Role of Information: A Literature Review

Concurrent Paper Session C (3:00pm-3:30pm)

Cathryn McVearry

Parents who are caregivers to children with disabilities and chronic illnesses have complex information needs and behaviors related to their roles. This project reviews the literature in this area and proposes work that libraries and librarians can do to support this group.

Zoom link: https://buffalo.zoom.us/j/98713809713?pwd=Z3dzTmJ1T0lDWGs4aE1zZWJpbGp0UT09

Teaching for Social Justice Through Interactive Read-Alouds of Picturebooks: A Teacher-Researcher’s Journey and Evolution

Concurrent Paper Session C (3:00pm-3:30pm)

Norline Wild

Grounded in design-based research (DBR), this presentation explores an early childhood teacher-researcher’s personal and professional journey as she adopts a pedagogy of teaching for social justice and critical consciousness in her early childhood classroom and consequently creates an interactive read-aloud approach, Picturebooks for Social Justice. Findings explore the teacher-researcher’s journey and evolution and also indicate the roles the teacher takes on during the read-alouds: Reader; Mover; Explorer, Clarifier, & Encourager; Manager; and Questioner & Analyzer.

Zoom Link: https://buffalo.zoom.us/j/93981599533?pwd=UmJhTWxsaEllSjRRcjFSa0tFWk1YUT09

Predictors of Mental Health Help-Seeking Attitudes Among Asian and Asian American College Students

Concurrent Paper Session C (3:00pm-3:30pm)

Eileen Sun

This paper will discuss the underutilization of available mental health services by Asian and Asian American college students and describe a study conducted to understand how ongoing psychological distress and various demographic variables may uniquely predict their overall help-seeking attitudes, recognition of need for psychological help, stigma tolerance, interpersonal openness, and confidence in mental health professionals.

Zoom link: https://buffalo.zoom.us/j/97782254262?pwd=YzRkTVZRSlYxUmNDUW53SEF0dVFLdz09