Artifacts related to my service as a co-lead of the Publication Center:

  • workshop schedules (I was responsible for coordinating these)
  • reports (I authored these)
  • The Professional Development Certificate in Publication Pedagogies and Practices (I conceived of and collaboratively developed this)

Make & Learn at the Publication Center

Spring Semester Workshops | 2016

Friday, February 19 (12:30 p.m.)      Special Event: SWC/International Writing Centers: handbuilt book     workshop
(Charlotte Howe)

Thursday, February 25 (3 p.m.)        Video Essay/Poem/Story (Lisa Bickmore)

Friday, February 26 (1 p.m.)             Political Ad Remix (Kati Lewis)

Thursday, March 10 (2:30 p.m.)       Handmade Books: A Roundtable (Benjamin Solomon)

Friday, Mar. 25 (12 p.m.)                    Turkish Mapfold book (The Interns)

Friday, April 8 (2:30 p.m.)                  Short Video forms (Vines, etc.) (Kati Lewis)

Thursday, April 14 (1 p.m.)                 Poetry Postcards (Lynn Kilpatrick, Lisa Bickmore)

Friday, April 22 (1-3 p.m.)                   Open House: Ideas for your future! We’ll debut the Professional Development Certificate & preview this summer’s Makerpalooza!

Faculty, students, and staff invited. For more information contact Ken Nelson (4253), Lisa Bickmore (4686), or Charlotte Howe (5117).

Make & Learn at the Publication Center

Fall Semester Workshops  | 2015

Thursday Oct. 22, 3 p.m.                       Use Google Earth to tell a story (Kati Lewis)

Friday Oct. 23, 1 p.m.                             InDesign Basics (Ken Nelson)

Thursday Oct. 29, 2 p.m.                       Comics workshop (Benjamin Solomon)

Thursday Nov. 5, 4 p.m.                        Dos a dos revision book (Lynn Kilpatrick)

Friday Nov. 13, 1:00 p.m.                      Make a freeform leatherbound journal (The Interns)

Friday Nov. 20, 1 p.m.                            Use video to make video commentary (Brandon Alva)

Dec. 2, 3 p.m.                                           Tools for annotating online (Lisa Bickmore)

Dec. 3, 1 p.m.                                            A bevy of one page books (Charlotte Howe)

Faculty, students, and staff invited. For more information contact Ken Nelson (4253), Lisa Bickmore (4686), or Charlotte Howe (5117).

Publication Center: Semester-end Report

Fall 2015

Activities Summer-Fall 2015

Last June, we assembled a collection of publications, put them in elegant display boxes that we fashioned ourselves (Ken Nelson designed them), and delivered them to President Huftalin, Provost Sanders, and Dean McCormick, along with a letter commenting on the publications and the mission of the Publication Center. In part, we said:

The Publication Center at SLCC is a unique entity—few universities have such Centers (ours was modeled on one at the University of North Carolina Wilmington), and no other community college that we know of has one. We think what makes the work we do with students at our Center so special is that we are interested in both the process of text production—of writing—and in publishing, which is to say the making public of that writing. It’s a special alchemy, and every year that we work with students and faculty on their projects and assignments, we find greater and more powerful enrichment and engagement.

With this in mind, we offer our report to the department of the Publication Center’s activities since last spring.

During the month of July, we sponsored the first Makerpalooza, where staff, faculty, and book artists from the community came together; each participant sought to make something that would challenge his or her abilities, allowing him/her to conceive of a project, learn new skills, get critical feedback, and make something new. Among the products of this learning festival were new book forms, small publications, designs for hybrid printing, including photopolymer plates, and more. Approximately fifteen people participated.

This past fall, we held a slate of workshops, as usual, with a variety of students, staff, and faculty attending. Worthy of note is the handmade leather-bound journal workshop, planned and executed by the Publication Center interns, and attended by more than twenty people, mostly students.

In addition, many faculty brought students to the Publication Center for orientation, projects, and publication work. Ken Nelson assisted many faculty with their class visits, and interns did some of this work as well. Ken notes that

Publication Center usage has steadily increased, and its obligations have expanded to include class specific assistance and tutoring. This term I have assisted instructors with six class specific orientations. These were geared toward each individual instructor’s class projects. I met with each instructor prior to the class orientation and discussed the appropriate topics to be reviewed. Daniel Baird’s class was designing public service posters using InDesign. The majority of his class was new to InDesign, so I created a demonstration and went over it giving step-by-step instructions. Offering orientations to the resources of the Publication Center is a new concept that has proven to be effective in helping students, as well as instructors, to understand the various resources and multimodal pathways to publications.

Some book forms developed this fall, used by multiple faculty, and/or developed and taught as workshops:

  • The ‘Amulet’ book form, a folded form that allows the writer to ‘shelter’ a hidden text within the folds. Charlotte Howe developed this form.
  • The Dos-a-Dos revision book form, which invites the writer to lay out two versions of a text, back to back, in the same folded form. Lynn Kilpatrick developed this form.

Various writing courses also built publication activities into their curricula. The zombie apocalypse-themed technical writing courses produced infographic posters, brochures, coil bound handbooks, instructional videos, and other publications using the resources of the Center. Grammar and Style students created Sentence Pattern Flipbooks as learning tools. Creative writing courses had various bookmaking projects, including various handmade book adaptation projects. Several faculty teaching composition courses developed book projects (such as the Dos-a-Dos revision book above). Additionally, faculty offered bookmaking projects as options for assignments; this happened in Children’s Literature, the Online Plus 2010, and in-class 2010 sections. Finally, a number of students doing independent studies projects wrote, designed, and produced limited editions of chapbooks, which were debuted at an end-of-semester event.

The Center assisted with the preparations for the TYCA-West conference by designing and producing original notebooks and the conference program for attendees, as well as offering a well-received workshop in which attendees produced a ‘Seeing SLC’ triangle accordion book (a form developed by Charlotte Howe) to follow up on the previous day’s walking tour. The Publication Center interns were heavily involved in both of these projects.

At the end of the semester, the Publication Center was involved in two projects. The first is a long-standing partnership with Entheos Academy, a charter middle school in Kearns. Students at the school write profiles of members of the community, and produce portraits of them as well. Their instructors print the contents of about a hundred copies of the book as well as its cover, then bring students to SLCC to bind and trim the book. We have been working with this school for about five years—the lead from Entheos is Dina Wecker, who also teaches part-time for SLCC.

The second end-of-semester project was a commission from President Huftalin. She asked for a set of handmade journals that could be given as gifts to donors and trustees, with the stipulation that she would pay for materials. We consider this project to have been a very useful and interesting test case that we will certainly use as we plan for the future. In the end, we designed a ribbon-bound journal, prototyped it for review, and produced an edition of thirty copies, using a variety of papers, book cloth, and binding materials. We included a colophon describing the publication, its materials, the people who helped make it (students, faculty, staff) and naming the Center as the books’ origin. We delivered the books with a letter of transmittal, which included the following statement:

Each step—the assembly of the covers, the creasing and folding of the pages, the drilling of the holes, the design of and printing of the dedication and colophon pages, and the ribbon binding—took trial and error, much discussion, and many hands. Our interns, as well as other students, played an integral role at each stage, and we all spent many hours in the Center as we worked through each step, and finally assembled each book.

We all took great care, thought, and ultimately, pride in every step of the creation. Thank you for the opportunity to work through such a unique project with our students, and for the deep and engaged learning experience this project was. We hope you and the people to whom you give them enjoy these beautiful books.

We subsequently offered a workshop for students, faculty, and staff in which we taught the ribbon-bound journal form. About 25 attendees each created their own journal at the workshop.

Upcoming projects and events

  1. The Publication Center Steering Committee is considering a stronger emphasis on the Center as a micro press—a small press with a limited number of publications. In the case of the SLCC Publication Center, our press has and will continue to have an educational mission, and the focus would continue to be offering an expanded set of opportunities for students to participate in every aspect of a publication process. This discussion is ongoing. See attached (brief) proposal at the end of this document.
  2. The sixth annual chapbook competition is underway. This year’s genre is poetry. The manuscripts are currently in the hands of this year’s judge, Professor Danielle Dubrasky at Southern Utah University. She will select the winning manuscript as well as finalists, and provide comments for these several writers. The Publication Studies class will work with the student writers, winner and finalists, to design, print, and produce editions of these books. In April, we will host a launch party to celebrate these student authors, in which will feature a reading by Ms. Dubrasky and the student winner, as well as share the work of the Publication Studies students.
  3. We’re finalizing the dates for the Spring 2016 workshops. See DRAFT schedule at the end of this document. Please let us know if there are workshops you’d like to see us program—we are anxious to address your interests and needs.
  4. We plan to develop a certificate of proficiency (not a formal designation) for faculty, one that would standardize an experience-based professional development opportunity. This certificate would allow faculty in the department or school to identify work in the Publication Center as a priority for professional development as they progress toward tenure or rank advancement. The professional development process would involve working with a Publication Center mentor, as well as developing curricular applications for Publication Center work.

Equipment acquisitions

We identified a need for, and have purchased the following:

  • A corner rounder, which, just as it sounds, allows us to make round corners on pages or covers.
  • A creaser, which allows us to make beautiful and precise creases and folds on heavy weights of paper.
  • A Kutrimmer, a manual paper cutter that will supplement our use of the larger trimmer.

Thanks to all who have worked in, learned in, and contributed to the Center. We take special note of the contributions of the following:

Ken Nelson, staff coordinator
Andrew Allred, student intern
Mark Stone, student intern

Members of the Publication Steering Committee:

Brandon Alva
Benjamin Solomon
Clint Gardner
Lynn Kilpatrick
Justin Jory
Kati Lewis
James Celestino
Melissa Helquist

Co-leads: Charlotte Howe & Lisa Bickmore

Publication Center: Mid-Semester Update, Spring 2016

Upcoming Workshops:

Friday, Mar. 25 (12 p.m.)                   Turkish Mapfold book
 (The Interns)

Friday, April 8 (1 p.m.)                       Short Video forms (Vines, etc.)(Kati Lewis)

Thursday, April 14 (1 p.m.)              Poetry Postcards  (Lynn Kilpatrick, Lisa Bickmore)

Upcoming Events:

Friday, April 15 (1-3 p.m.)               Publication Center Open House

  • Details about this summer’s Makerpalooza
  • Debut of our Professional Development Certificate sequences

Wednesday, April 20                                    Chapbook launch and celebration

6-8 p.m., Cultural Commons

  • Reading by the contest judge, Danielle Dubrasky, and SLCC student winner, Katherine Allred
  • Get your copy of the winning chapbook
  • Recognition of the finalists, including the small editions of their chapbooks
  • Celebration of the student publishers
  • Light refreshments. Merrymaking.

New developments:

Many thanks to Justin Jory, Kati Lewis, and Benjamin Solomon for work on the redesign.

  • Professional Development Certificate: Faculty can undertake a sequence of professional development activities, centered around the theory and practice of publication as an activity congruent with and expressive of our curriculum. We are offering four mini-sequences, designed to be completed in between 8 to 15 hours (depending on the sequence). Each sequence will have a small theoretical component, with a strong practical and pedagogical focus: anyone who undertakes the sequence will emerge with an instructional project and experience planning, designing, and teaching it. We will have the full sequence to unveil at the Publication Center Open House on April 15.
  • Potential income account for the Publication Center: books, broadsides, and other publication projects designed and produced in the Center would be sold online. The income account would be used to supplement the modest materials and current expense budget of the Publication Center.

Please share:

  • Publication Studio (ENGL 1900) to be taught in the fall. See flyer. Please share with your students.
  • SLCC Anthology Flyer. This project is open to the entire SLCC community: students, faculty, staff, community more broadly construed. The Publication Studio class will serve as the editors and publishers of this book.

The Professional Development Certificate in Publication Pedagogies and Practices

This certificate aims to document faculty and staff professional development in publication pedagogy and practice. With close and collegial coaching and mentoring, those who undertake the certificate will emerge with

  • Knowledge of theory in publication, circulation, and bookmaking.
  • Hands-on practical knowledge of specific publication activities and skills
  • Self-designed projects for classroom application
  • Experience teaching the self-designed publication projects, either in a class orworkshop setting

    The certificate is organized into four sequences. They are designed to be taken sequentially, but after the first sequence, any of the other three can be taken in any order.

    SEQUENCE 1a: The Center + Print Basics (8 hours, Fall Semester)

  • Theory: focus on design, especially print design, as an influence on composition and writing studies. Ex.: James Purdy, “What Can Design Thinking Offer Writing Studies?” (CCC 65:4, June 2014); John Trimbur, “Delivering the Message: Typography and the Materiality of Writing.”
  • Basic equipment tour: the Publication Center does what?
  • InDesign basics: laying out a broadside or other simple designed-for-print document
  • Designing and packaging documents for print
  • Project design from start to finish
  • Teaching the project: planning, programming, pedagogy (class setting or workshop)SEQUENCE 1b: Next-Level Printing, Next-Level Equipment (12 hours, Fall Semester)
  • Theory: focused on a history of print forms, including the book; adaptable print forms for adaptable purposes. The future of the book. Ex.: Excerpt from Pamphlets and Pamphleteering in Early Modern Britain, Joad Raymond (2003); Diana George & Mariolina Rizzi Salvatori, “Holy Cards/Imaginette: The Extraordinary Literacy of Vernacular Religion,” CCC, December 2008.
  • Next-level InDesign: How to design and layout a book.
  • Work with the Center’s printers and press, the Docucutter, and creaser. Bind books with the coil binder, perfect binder, and saddle stitch binder.
  • Design of a booklet project, start to finish
  • Teaching the booklet: planning, programming, pedagogy (class setting or workshop)

SEQUENCE 2a: Using Digital Tools, Creating Accessible Web Artifacts (12 hours; Spring Semester)

  • Theory: Multimodal composition practices for accessibility; designing for accessibility. Ex.: Mara Mills, “Other Electronic Books: Print Disability and Reading Machines” (on the MIT Unbound blog, April 2012); excerpt from Anna Arnar, The Book as Instrument: Stephane Mallarme, The Artist’s Book, and the Transformation of Print Culture (2011)
  • Digital project(s) of choice: film (video essay, digital story, documentary); annotated web object; digital comic; digital curated display. All projects would be designed and executed with accessibility practices in mind.
  • Teaching the digital project: planning, programming, pedagogy (class setting or workshop)SEQUENCE 2b: What is handmade/What is the work of the hands? (15 hours, Spring Semester
  • Theory: The intersection of multimodal-as-digital and multimodal-as-handmade. Ex.: Jody Shipka,”Transmodality in/and Processes of Making: Changing Dispositions and Practice,” CCC, January 2016; excerpt from Guy Claxton, Intelligence in the Flesh: Why Your Mind Needs Your Body Much More Than It Thinks.
  • InDesign: layout a print book in a standard edition; adapt to a special handmade edition (with special attention to accessibility)
  • Use binding tools for handmade bindings(including the perfect binder), etching press, linocut, and bookmaking tools
  • Teaching the handmade book project: planning, programming, pedagogy (class setting or workshop)For the year 2016-17:
  • Full-time faculty should plan to ‘declare’ their intention to do one or more of these sequences at their goal-setting meetings with the Associate Dean, or at the very latest, by the first week of fall semester.
  • Part-time faculty should register for one or more sequences, subject to approval by the Associate Dean. (Pay for this professional development activity to be determined)
  • For this first year, we will plan to move through the four sequences as a cohort.

I authored a piece, “GENRE In the WILD: Understanding Genre Within Rhetorical (Eco)Systems,” for the OER initiative within the department, and am currently authoring three more short pieces.

I serve on two community non-profit boards: the Salt Lake Film Society’s governing board, and Signature Books’ editorial board.