Map 9.1 shows intersections that occurred when the writing center was moved to the student learning center. The map is specifically related to the revamping of our tutor-training program to match College Reading and Learning Association (CRLA) standards and requirements. We mapped our positioning as writing center administrators to locate moments where we could interject, disrupt, revise, or contribute to the changes being made to our writing center and THINK TANK space (physically and conceptually), specifically changes to our tutor training models. While taking a class in writing program administration theory and methods, Chris was first introduced to the idea of postmodern mapping as a useful tool for locating our positioning within the changing context of the TANK and for beginning to see movement and development of our writing center's ideals within our new context.
In Chris's map (map 9.1), the role of the writing specialist (in her case, as WPA) is located at the center (the blue star), with arrows showing movement, connection, and reflection between that role and her interactions with other entities within the TANK space. The arrows also show connections to theories that promote agency and activism in the face of institutional structures. The arrows moving outward from Chris show the responses of our writing center to the new situation, specifically in terms of how we addressed two key concerns: tutor training and the physical space of our writing center (in the light orange squares). From the center, we noted two key concepts that inspired our actions, indicated by the two pale green circles. In one circle, we highlighted Adler-Kassner's (2010) concept of activist work, asking ourselves how stories and descriptions are used to frame writing centers, potentially perpetuating what is deemed "common sense" about writing centers. We also considered the tropes and language codes we could identify as problematic, along with potential avenues for change. (One trope we identified is the idea of writing centers as a "service" for students. We develop our reframing of this narrative in "Kairos: Part 1").
In a second circle, we considered Herndl and Licona's (2007) relationship between kairos and agency, where enacting agency is a configuration of kairos. The relationship articulated between kairos and agency is particularly appropriate for identifying activist opportunities in writing centers, where shifts in structure and ambiguities in situations offer opportunities for change and growth. The gray arrows move outward toward various initiatives where we applied these concepts and saw opportunities for our WC's growth: The arrow from Adler-Kassner moves out toward how we could use language and tropes to reframe narratives about our WC through initiatives like the THINK TANK common tutor training and faculty outreach, or through its literature and mission statements. The arrow moving away from kairos and constrained agency indicates shifts in structures that could allow us to impact training models and to collaborate with TANK colleagues. We point out that the arrows move in both directions, suggesting flow, reflection, relationships, and alliances between these elements and activities.
Map 9.1
In the second map (map 9.2) we located ourselves in the center as a Writing and Multiliteracy Center to reflect the (re)framing of our purpose within the TANK. Moving outward from the center, we examined our relationships to various populations at our university with whom we wish to connect, including graduate students in our community, faculty across the disciplines, remote students, and various outreach and resource facilities that operate on our campus.
We then envisioned how our physical and online spaces could be designed to create the kind of work environment that encourages collaboration between our center and these groups. We explored how spaces—such as online writing labs, learning stations, and workshop spaces—facilitate learning among these groups, and exhibits the potential for a multiliteracy model of writing center spaces.
Map 9.2
