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Below is a list of my published and in-process work organized by disciplinary categories. Please contact me with any questions or comments about my written work at smcclellanbrooks@uwlax.edu.
Below is a list of my published and in-process work organized by disciplinary categories. Please contact me with any questions or comments about my written work at smcclellanbrooks@uwlax.edu.
Writing Studies, Rhetoric, & Translingualism
Writing Studies, Rhetoric, & Translingualism
Published
Published
McClellan Brooks, Shannon. “Centerless? Making Sense of Disruptions in the Graduate Writing Center.” Writing Center Journal, vol. 42, no. 1, 2024, https://doi.org/10.7771/2832-9414.2053.
Description: An analysis of pandemic-induced Graduate Writing Center administrative decisions to retrofit in-person consulting practice to online consulting practice. The paper concludes how computer-mediated writing support interaction necessitates writing and language pedagogies appropriate to digital environments and platforms.
Accepted Manuscripts
Accepted Manuscripts
McClellan Brooks, Shannon. “I hear your voice when I’m writing”: Interrogating Assumptions of Multilingual Competency with Sensory Translingual Autoethnography. In Z. Tian & Q. Wang (eds.), Writing Ourselves Otherwise: Translingual Autoethnography and Duoethnography in Language Education. Multilingual Matters, forthcoming.
In Development
In Development
McClellan Brooks, Shannon. “Building an Embedded Pedagogy-In-Practice Experiential Learning Model for Pre-Service Writing Professionals.” In preparation.
Natural Language Processing, Human-Computer Interaction, & Large Language Models
Natural Language Processing, Human-Computer Interaction, & Large Language Models
Published
Published
Chieh-Yang Huang, Sanjana Gautam, Shannon McClellan Brooks, Ya-Fang Lin, & Ting-Hao 'Kenneth' Huang. “Inspo: Writing Stories with A Flock of AIs and Humans.” arXiv, 28 November 2023. https://doi.org/10.48550/arXiv.2311.16521.
Description: As part of an interdisciplinary research team with data scientists from the College of Information, Science, and Technology at Penn State, I contributed my expertise of sociocultural theories of language use to support this user-study of language learning model, Inspo. The paper suggests new design considerations for creative writing assistants based on sociocultural understandings of language-in-use.
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