My first thanks go to those I cannot name, at least by their real names. They include first of all the four students who participated in weekly sessions in my office for ten weeks, as well as the five professors, whom I saw only once. All gave of themselves in ways that went beyond the commitment to meet me. None recieved any sort of compensation beyond what they got by sharing their thoughts. Nothing that follows would be possible without them.
I would also like to thank those who have read, criticized, and commented on parts of this work written or presented or have supported it in other ways. They include Nathalie Bailey, George Newell, Rob Tierney, Ann Johns, Vladimir Sloutsky, David Hanauer, and Matt Mitchell. Naturally, they bear no responsibility for the parts that they disagree with. I have special thanks to Jerome Mescher, who as a research assistant transcribed many of the interviews and participated fully in most, adding his own insights. He helped make it not only fruitful, I at least believe, but also enjoyable.
My final thanks go to Hevert Rodriguez for his help in preparing the copies of the students’ notes and exams for publication and for teaching me how to use Adobe Photoshop in the process. In addition, I am grateful to Donna Bierschwale and The Robert F. Wagner Secondary Schoool for the Arts and Technology for letting me use their equipment (and Hevert’s time) in the process.
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: The Designs of Academic Literacy: A Multiliteracies Examination of Academic Achievement. Contributors: Michael Newman - Author. Publisher: Bergin and Garvey. Place of publication: Westport, CT. Publication year: 2002. Page number: xi.