Dr Lavinia Hirsu

  • Lecturer in Applied Linguistics, Composition and English as a Foreign Language (Culture, Literacies, Inclusion & Pedagogy)

Biography

I am a specialist in rhetoric and writing studies. I have a Phd in Composition, Literacy and Culture from Indiana University and an MA in TESOL/ Applied Linguistic (secondary area: Socio-Linguistic Anthropology) from Iowa State University. Before joining the University of Glasgow, I was an Assistant Professor of Rhetoric and Composition at the University of North Carolina at Greensboro and held teaching positions at Indiana University (Bloomington, IN) and Iowa State University (Ames, IA). 

My research is transdisciplinary, bringing together strands from translingualism, cultural education and social justice, digital literacies, and computational rhetoric. My work has appeared in Computers and Composition and JAEPL: The Journal of the Assembly for Expanded Perspectives on Learning and I am currently involved in a series of projects with professional and public impact.  

At the University of Glasgow, I am part of the TESOL team in the School of Education since 2016. While I am working on the TESOL programme, I am also delivering a series of lectures, seminars, and workshops on academic writing. With a teaching experience of 14 years+, I have worked with a variety of students: novice writers, advanced and honors students, multilingual learners, and professional writers. I find inspiration in my students' energy and dedication to learning and in my colleagues' robust work.     

Current Professional Affiliations 

  • CR&DALL (Centre for Research and Development in Adult and Lifelong Learning)
  • National Council of Teachers of English 
  • Conference on College Composition and Communication
  • Rhetoric Society of America
  • British Association for Applied Linguistics

Research interests

My areas of expertise and interest include:

  • digital literacies
  • theories of cultural diversity and social inclusion
  • academic writing
  • translingualism and translingual pedagogy

I am currently involved in two projects which reflect the interdiscilinary nature of my research:

Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA)

This project addresses a core problem in emerging economies of strengthening the urban engagement role of universities, and ways they contribute to developing sustainable cities in the context of the major social, cultural, environmental and economic challenges facing the global south. It seeks to strengthen the capacity of universities to contribute to city resilience towards natural and human-made disasters. Examples of urban engagement include supporting the development of physical infrastructure, ecological sustainability, and social inclusion (including the social inclusion of migrants). The project assesses the extent to which universities in 6 countries (Iran, Iraq, the Philippines, South Africa, Tanzania and Zimbabwe) respond to the demands of society, and how through dialogue with city stakeholders this response can be enhanced. The project builds on the work of a collaborative team from the UK and the above-mentioned emerging economies.

Challenging the Translingual Turn: Student-Teachers' Perceptions, Practices and Networks

This project, supported by the British Council, explores the potential and limitations of the translingual turn for TESOL student-teachers who move from their MA studies into the workplace. Now that we have established that language learners are always engaged in translingual practices, to what extent do teachers actively engage within the same translingual framework in their classrooms? The research will explore student-teachers' language ideologies at the beginning of their postgraduate studies, their changing perceptions and practices during their studies, and the take-up and implementation of new pedagogies when they return in their home countries. The project will map out pedagogical changes, expectations, and practices collected from student-teachers, as well as other direct stakeholders in the students' working contexts (such as programme coordinators, supervisors, and other language professionals). Findings from this research will indicate possible ways of supporting a translingual agenda to make a more sustainable impact on local stakeholders who may be less familiar or open to a translingual approach. 

I am co-editing (with John Jones, Ohio State University) the book entitled Rhetorical Machines: From Rhetorical Code to Computational Ethics

Rhetorical Machines brings together scholar-practitioners from rhetoric, computer science, and writing studies to analyze new and unexplored relationships between persuasion and code. Looking at a variety of computational machines, the essays draw attention to the rhetorical nature of code and call for interdisciplinary understandings of human-machine interactions. The chapters collected in Rhetorical Machines shed light on the production, distribution, and reception of digitally mediated communication generated by algorithmic and mathematical procedures, coding languages, and software. The collection offers a fresh look at social-computational relations by analyzing hybrid machines that combine rhetorical and computational logics into new mechanics. 

I have also completed a research report on a project implemented by the Scottish Refugee Council:

Sharing Lives, Sharing Languages: A Pilot Project for New Scots' Social and Language Integration: Evaluation Report, June 2017

The evaluation report covers the implementation period of the project supporting New Scots' social and language integration over a period of six months. Building on a peer education model, the project enabled peer groups to bring together non-native English speakers and local community members to support and develop two-way integration in four local areas across Scotland. The report also includes evidence of language support from other comparative locations across Scotland and proposes a model for working across language barriers. 

For collaborations, please contact me via email at Lavinia.Hirsu@glasgow.ac.uk


Grants

GCRF Network Grant, Scottish Funding Council (PI)(January-June 2019)
Workers by Self-Design: Digital Literacies and Women's Changing Roles in Unstable Environments
(with Katarzyna Borkowska and Matthew Chalmers)

Glasgow Knolwedge Exchange Flexible Fund (PI) (2018-2019)
Creative Language Practices: Exploring Translanguaging Research in Pedagogical Contexts and Beyond
(with Sally Zacharias)
https://blogs.glowscotland.org.uk/gc/creativepracticestranslang/

British Academy, Cities and Infrastructure Programme (co-I) (2017-2019)
Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA)
(with Mike Osborne, Muir Houston, Neil Burnside and Katarzyna Borkowska) 
http://sueuaa.org/

British Council, ELT Research Award (PI) (2017-2019)
Challenging the Translingual Turn: Student-Teachers' Perceptions, Practices and Networks
(with Sally Zacharias)

IAA ESRC Global Challenges Research Fund (co-I) (October 2016- December 2016)
Picturebooks for Holistic Education: Communities of Inquiry and Displaced Children in Cairo
(with Julie McAdam)

Inspiring Innovation Initiative, University of Glasgow (September 2016 - June 2017)
The Multimodal, Multilingual and Multicultural Potential of Picturebooks
(with Julie McAdam and Susanne Abou Ghaida)


Supervision

I work with MSc and MEd students completing degrees in TESOL and Ph.D. students in Education. 


Current Projects

Ahmed Abdullah. Investigating Iraqi Secondary School English Language Teachers' Pedagogical Practices

Ayesha Abida. Towards a Blended Learning Approach to TEFL in Pakistani Universities: Learner Attitudes and Implications for Pedagogy

Melanie Wilde. Primary Children’s Cultural and Critical Responses to Picturebooks and Each Other in English and Scottish School Settings: The Role of Posthumanism


Past Projects

Arif Zufi (2016). A Comparative Evaluation of Speaking Tasks of Intermediate Level English Textbooks from Bangladesh and the UK: A Communicative Language Teaching Approach.

Baolong Wu (2016). Communicative Language Teaching: An Analytical Evaluation of the Speaking Activities of Two English Textbooks in Britain.

Jing Liu (2016). TESOL Chinese Students' Perceptions of Speaking Anxiety in a British University Context and the Implications for Pedagogic Practice. 

Anamaria Kinga Maior (2016). An Exploration of the Massively Multiplayer Online Role-Playing Game World of Warcraft as a Tool for Facilitating Incidental Vocabulary Acquisition

 


Teaching

I work with undergraduate and graduate students in courses such as

  • Professional Enquiry
  • Descriptions of Language
  • Developing Reflective Practice in Teaching
  • Which English: Sociolinguistics and Language Teaching

I deliver lectures, seminars, and workshops on academic writing, digital literacies, and issues of cultural diversity (in the classroom and the public sphere). 


Publications

List by: Type | Date

Jump to: 2019 | 2018 | 2017 | 2015 | 2014 | 2012
Number of items: 16.

2019

Jones, J. and Hirsu, L. (Eds.) (2019) Rhetorical Machines: Writing, Code, and Computational Ethics. Series: Rhetoric Culture and Social Critique Series. University of Alabama Press: Tuscaloosa, AL. ISBN 9780817320218

Sánchez Martín, C., Hirsu, L. , Gonzales, L. and Alvarez, S. P. (2019) Pedagogies of digital composing through a translingual approach. Computers and Composition, 52, pp. 142-157. (doi:10.1016/j.compcom.2019.02.007)

2018

Zacharias, S. and Hirsu, L. (2018) Embracing a Translingual Approach: Between Pedagogical Risk and Daily Practice. BAAL 2018 Taking Risks in Applied Linguistics, York, UK, 6-8 September 2018.

Hirsu, L. (2018) 'Where am I? Do you have WiFi?’: vital technologies and precarious living in the Syrian refugee crisis. In: Hesford, W. S., Licona, A. C. and Teston, C. (eds.) Precarious Rhetorics. Series: New directions in rhetoric and materiality. Ohio State University Press. ISBN 9780814254912

Hirsu, L. , Reyes, Z., Hashemi, L., Ketuly, K. A. and Mohammad, S. A. (2018) The role of gender mainstreaming in city-level interventions and leadership: examples from Manila, Duhok and Sanandaj. Working Paper. SUEUAA.

Hirsu, L. , Reyes, Z., Ketuly, K. A., Mohammad, S. A., Azizi, N. and Mwaikokesya, M. (2018) Anchoring universities into (un)expected realities: the engagement role of universities in Asia and Africa. Working Paper. SUEUAA.

Hirsu, L. (2018) Translanguaging: Exploring rich resources and navigating diverse contexts (Paulsrud, B., Rosen, J., Straszer, B., & Wedin, Å. (Eds.). New perspectives on translanguaging and education. ). System, 74, pp. 227-228. (doi:10.1016/j.system.2018.04.007) [Book Review]

McAdam, J. E., Hirsu, L. and Abou Ghaida, S. (2018) ‘Why does that lighthouse have a speaker on it?’: the potential of Arabic picture books. English 4-11, 63, pp. 9-12.

Hirsu, L. (2018) Clicks, tweets, links, and other global actions: the nature of distributed agency in digital environments. In: Rice, R. and St. Amant, K. (eds.) Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet. University of Utah Press, pp. 257-277. ISBN 9781607326632

Zacharias, S. and Hirsu, L. (2018) Challenging Student-Teacher Language Ideologies in Translingual Contexts. TLANG 2018, Birmngham, UK, 28-29 March 2018.

2017

Hirsu, L. and Bryson, E. (2017) Sharing Lives, Sharing Languages: A Pilot Peer Education Project for New Scots' Social and Language Integration - Evaluation Report June 2017. Project Report. Scottish Refugee Council.

2015

Hirsu, L. (2015) An overview of digital feminist scholarship (2005-2014): Methods and methodologies. Peitho, 18(1),

Hirsu, L. (2015) Tag writing, search engines, and cultural scripts. Computers and Composition, 35, pp. 30-40. (doi:10.1016/j.compcom.2015.01.002)

2014

Hirsu, L. (2014) The available means of persuasion: Mapping a theory and pedagogy of multimodal public rhetoric, David M. Sheridan, Jim Ridolfo, Anthony J. Michel. Parlor Press, Anderson, S.C. Computers and Composition, 32, pp. 19-21. (doi:10.1016/j.compcom.2014.04.001) [Book Review]

Hirsu, L. (2014) Branching out and staying in: inviting a transmedia approach. Digital Rhetoric Collaborative,

2012

Hirsu, L. (2012) Reflections on accidental testimonies and spectacular witnesses. Journal of the Assembly for Expanded Perspectives on Learning, 18(1), pp. 40-55. 6.

This list was generated on Tue Jul 23 07:55:19 2019 BST.
Number of items: 16.

Articles

Sánchez Martín, C., Hirsu, L. , Gonzales, L. and Alvarez, S. P. (2019) Pedagogies of digital composing through a translingual approach. Computers and Composition, 52, pp. 142-157. (doi:10.1016/j.compcom.2019.02.007)

McAdam, J. E., Hirsu, L. and Abou Ghaida, S. (2018) ‘Why does that lighthouse have a speaker on it?’: the potential of Arabic picture books. English 4-11, 63, pp. 9-12.

Hirsu, L. (2015) An overview of digital feminist scholarship (2005-2014): Methods and methodologies. Peitho, 18(1),

Hirsu, L. (2015) Tag writing, search engines, and cultural scripts. Computers and Composition, 35, pp. 30-40. (doi:10.1016/j.compcom.2015.01.002)

Hirsu, L. (2014) Branching out and staying in: inviting a transmedia approach. Digital Rhetoric Collaborative,

Hirsu, L. (2012) Reflections on accidental testimonies and spectacular witnesses. Journal of the Assembly for Expanded Perspectives on Learning, 18(1), pp. 40-55. 6.

Book Sections

Hirsu, L. (2018) 'Where am I? Do you have WiFi?’: vital technologies and precarious living in the Syrian refugee crisis. In: Hesford, W. S., Licona, A. C. and Teston, C. (eds.) Precarious Rhetorics. Series: New directions in rhetoric and materiality. Ohio State University Press. ISBN 9780814254912

Hirsu, L. (2018) Clicks, tweets, links, and other global actions: the nature of distributed agency in digital environments. In: Rice, R. and St. Amant, K. (eds.) Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet. University of Utah Press, pp. 257-277. ISBN 9781607326632

Book Reviews

Hirsu, L. (2018) Translanguaging: Exploring rich resources and navigating diverse contexts (Paulsrud, B., Rosen, J., Straszer, B., & Wedin, Å. (Eds.). New perspectives on translanguaging and education. ). System, 74, pp. 227-228. (doi:10.1016/j.system.2018.04.007) [Book Review]

Hirsu, L. (2014) The available means of persuasion: Mapping a theory and pedagogy of multimodal public rhetoric, David M. Sheridan, Jim Ridolfo, Anthony J. Michel. Parlor Press, Anderson, S.C. Computers and Composition, 32, pp. 19-21. (doi:10.1016/j.compcom.2014.04.001) [Book Review]

Edited Books

Jones, J. and Hirsu, L. (Eds.) (2019) Rhetorical Machines: Writing, Code, and Computational Ethics. Series: Rhetoric Culture and Social Critique Series. University of Alabama Press: Tuscaloosa, AL. ISBN 9780817320218

Research Reports or Papers

Hirsu, L. , Reyes, Z., Hashemi, L., Ketuly, K. A. and Mohammad, S. A. (2018) The role of gender mainstreaming in city-level interventions and leadership: examples from Manila, Duhok and Sanandaj. Working Paper. SUEUAA.

Hirsu, L. , Reyes, Z., Ketuly, K. A., Mohammad, S. A., Azizi, N. and Mwaikokesya, M. (2018) Anchoring universities into (un)expected realities: the engagement role of universities in Asia and Africa. Working Paper. SUEUAA.

Hirsu, L. and Bryson, E. (2017) Sharing Lives, Sharing Languages: A Pilot Peer Education Project for New Scots' Social and Language Integration - Evaluation Report June 2017. Project Report. Scottish Refugee Council.

Conference or Workshop Item

Zacharias, S. and Hirsu, L. (2018) Embracing a Translingual Approach: Between Pedagogical Risk and Daily Practice. BAAL 2018 Taking Risks in Applied Linguistics, York, UK, 6-8 September 2018.

Zacharias, S. and Hirsu, L. (2018) Challenging Student-Teacher Language Ideologies in Translingual Contexts. TLANG 2018, Birmngham, UK, 28-29 March 2018.

This list was generated on Tue Jul 23 07:55:19 2019 BST.