What happens to scholars over time: The citation life

So what happens to scholars over time? We have a tendency to fossilize people in time, often. when we read their essays in anthologies. How does their work evolve and change and respond to different questions that the field poses? That they pose?

See Linda Flower's work on community as an example of where she takes her thinking on cognition.. Consider how the titles change (below), yet encompass her core interests. Note also how a specific inquiry site (a literacy center) focuses a lot of her publications in a local venue.

The key question is how do we continue to work and rework our key intellectual questions that take on different twists, turns, forms, and methodologies. Note how her book contains the phrasing "social cognitive theory of writing."

One could do the same with Andrea Lunsford, Mike Rose, etc. Watch how their intellectual projects unfold over time. Trish and I were talking the other week about James Berlin's work, and I mentioned Victor Vitanza's grad. course on Berlin. Vitanza's course unfolds Berlin's lifetime of work and addresses the roots of his terminologies.

I think that an exercise like this is useful to consider for many of the major theorists/researchers we read this semester. Where does their work start, where does it go, how does it take different shapes and why? How does this reflect larger intellectual trends and patterns of the field and of knowledge making, new technologies?

This is worth thinking about in relation to our work. The moment is always important--kairos. But how are we simply working on the same project over a lifetime? My dissertation director Lynn Worsham always maintained that we are working on the same project, just in different forms. I've always thought that was true.



This is the html version of the file http://english.cmu.edu/research/clc/Com_Lit_Bib.pdf.
COMMUNITY LITERACY BIBLIOGRAPHY
Carnegie Mellon University
Pittsburgh, PA 15213-3890
Dr. Linda Flower (lf54+@andrew.cmu.edu)
(412) 268-2863 FAX: 412-268-7989
Publications:

Flower, L. (1994). The construction of negotiated meaning A social cognitive theory of writing.
Carbondale, IL: University of Southern Illinois Press.

Flower, L. (1996). Literate action. In L.Z. Bloom, D. A. Daiker, & E. M. White (Eds.),
Composition in the Twenty-first century: Crisis and change (pp. 249-260). Carbondale:
Southern Illinois University Press.

Flower, L. (1996). Negotiating the meaning of difference. Written Communication, 13 (1), 44-92.

Flower, L. (1996). Collaborative planning and community literacy: A window on the logic of
learners. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for
education (pp. 25-48). Mahwah, NJ: Erlbaum.

Flower, L. (1997). Partners in inquiry: A logic for community outreach. In L. Adler-Kassner,
R. Crooks, & A. Watters (Eds.), Writing the community: Concepts and models for service-learning
in composition (pp. 95-117). Washington, DC: American Association of Higher Education.

Flower, L. (1997). Observation-based theory building. In Gary Olson & Todd Taylor (Eds.),
Publishing in rhetoric and composition (pp. 163-185). Urbana, IL: NCTE

Flower, L. (1998) Problem-solving strategies for writing in college and community. 4th edition
ISBN: 0155054961 : Heinle

Flower, L. (2000). The Evolution of Intercultural Inquiry: Interview with Linda Flower.
Reflections On Community-Based Writing Instruction. 1 (2) Fall, 3-4.

Flower, L. (2002). Intercultural Knowledge Building: The Literate Action of a Community Think Tank.
Writing Selves and Society: Research from Activity Perspectives. Ed. C. Bazerman & D. Russell.
Fort Collins, CO: WAC Clearinghouse

Flower, L. (2002). Intercultural inquiry and the transformation of service. College English,
65 (2), 181-201.

Flower, L. (2003). Talking Across Difference: Intercultural Rhetoric and the Search for Situated
Knowledge. College Composition and Communication, 55(1), 38-68.

Flower, L., & Deems, J. (2002). Conflict in community collaboration. In J. M. Atwill & J. Lauer
(Eds.), New perspectives on rhetorical invention. Knoxville, TN: University of Tennessee Press.


Flower, L., & Flach, J. (1996). Working partners: An urban youth report on risk, stress, and respect.
Pittsburgh, PA. The Community Literacy Center and Carnegie Mellon University.


Flower, L., Long, E., & Higgins, L. (2000). Learning to rival: A literate practice for
intercultural inquiry. Mahwah, NJ: Lawrence Erlbaum.

Flower, L., and S. Heath. (2000). Drawing on the local: Collaboration and community expertise.
Journal of Language and Learning Across the Disciplines, 4, ( 3 )October, 43-55,

Page 2
Community Literacy Bibliography

Flower, L., Wallace, D., Norris, L., & Burnett, R. E. (Eds.). (1994). Making thinking visible:
Writing, collaborative planning, and classroom inquiry. Urbana, IL: NCTE.

Flower's work also is evident in the dissertations she has directed.