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Project Creators

Dr. Elise Takehana

Elise Takehana, Assistant Professor of English Studies, teaches writing at Fitchburg State University. Her research interests include composition and rhetoric, media studies, aesthetics, and 20th and 21st century text production. She is currently researching baroque aesthetics and their application across contemporary print and digital literature. Recent essays by Professor Takehana include:

  • Takehana, Elise, Jonathan Jena, Matthew Ramsden, and Natasha Rocci. "Can you Murder a Novel" Hybrid Pedagogy. 26 July 2015. Web. 19 August 2015.
  • “Baroque Computing: Interface and the Subject-Object Divide” Design, Mediation, and the Post-Human. Eds. Dennis M. Weiss, Amy D. Propen, and Colbey Emmerson Reid. Lanham, MD: Lexington Books, 2014. Print. 41-67.
  • “Porous Boundaries in Virginia Woolf’s The Waves: Anticipating a Digital Composition and Subjectivity” Cross-Cultural Studies. 32 (2013): 29.61. Print.
  • “Burroughs / Rauschenberg: Text-Image / Image-Text” The Future of Text and Image. Cambridge Scholars Publishing, 2012. Print. 273-308.
  • “Aesthetic Politics: Models of Reading. Models of Citizenship” Journal of Contemporary Thought 35 (Summer 2012)

Elise served as contributing writer and an editor for the community art project, Fitchburg Alphabet. She also co-edited a collection of essays titled “Futures of Digital Studies” for Digital Humanities Quarterly issues 5.3 and 6.2.

Dr. Anna Consalvo

Annamary Consalvo is an Assistant Professor of Literacy at The University of Texas at Tyler where she teaches adolescent literacy, disciplinary literacy, and the teaching of writing. Having begun this archive work while on the faculty in English Education at Fitchburg State University (2011-1014), she works with the Writing Project in New Hampshire and is affiliated with the Heart of Texas Writing Project. Her research interests include the study of writing conferences in secondary contexts and one-to-one instructional conversations as a relational space that can support academic meaning making; disciplinary and adolescent literacy; and ways in which multiliteracies and new literacies inform teaching and learning in the 21st century.
Selected publications include:

  • Consalvo, A. L., Schallert, D. L. & Elias, E. M. (in press, 2015). An examination of the construct of Legitimate Peripheral  Participation as a theoretical framework in literacy research. Educational Research Review, 1-18. http://dx.doi.org/10.1016/j.edurev.2015.07.001
  • Consalvo, A. & Maloch, B. (2015). Keeping the teacher at arm’s length: Student resistance in writing conferences in two high school classrooms. Journal of Classroom Interaction, 50(2), 120-132.
  • Slotnick, R., Cratsley, C., Consalvo, A. & Lerch, C. (2014). Outcomes-based assessment in writing: Two community colleges and two state universities in a local four-way partnership. Journal of Assessment and Institutional Effectiveness, 4(1), 52-84.
  • Worthy, J., Consalvo, A., Bogard, T., Russell, K., & Shipman, S. (2012). Fostering academic and personal growth in a primary literacy workshop classroom: Restorying students with negative reputations. Elementary School Journal, 112(4), 568-589.