@article{Adrienne Lamberti_2022, title={Student Inclusion through Theoretical Reframing: English}, volume={32}, url={https://journals.sfu.ca/dwr/index.php/dwr/article/view/923}, DOI={10.31468/dwr.923}, abstractNote={<p style="font-weight: 400;">In the wake of COVID-19, educators are reconsidering not only conventional methods but also those comparatively recent to pedagogy. However, a change in pedagogical strategy can risk being little more than reactive if its philosophical grounding is unvetted. This piece reconsiders the <em>distributed knowledge</em> framework and its potential for writing program administration and writing instruction. The professional communication discipline has used this framework with a frequent result:  privileging expertise at the exclusion of other knowledges. This piece chronicles a writing program administrator’s pre-pandemic use of distributed knowledge, and how pandemic surprises led to a revision of the lens. The post-pandemic frame differently addresses the knowledges at play in a learning community. It works to include more students by including more of each student.</p>}, journal={Discourse and Writing/Rédactologie}, author={Adrienne Lamberti}, year={2022}, month={Jul.}, pages={212–236} }