I considered analyzing an entirely new Object of Study, but I decided to hold onto the Noel Studio for Academic Creativity for my own understanding and consistency. If I tried to switch now, I might struggle to think about how the affordances and limitations of the next theories I apply weigh against those I’ve already used.
Defining the Noel Studio
Pedagogically based on writing center practices, the Noel Studio is a multiliteracy center with a unique physical space and academic/administrative structure. Occupying 10,000 sq. ft of EKU Libraries’ main building, Crabbe Library, the Noel Studio provides both public and private spaces for consultants, students, and faculty to work.
Comprised of a core administrative staff of five (director, writing coordinator, research coordinator, technology associate, and administrative assistant) and a student staff of approximately forty-five (graduate assistants, undergraduate consultants, desk consultants, and writing fellows), the Noel Studio was created to support the various communication and research projects happening both in and outside of the classroom. To support that mission, the physical space of the Noel Studio contains the Greenhouse (a large, open space with a variety of computers and touch-screen monitors), the Invention Space (equipped with wall-to-wall white boards, a CopyCam, and creative materials), Breakout Spaces and Practice Rooms (small, reserveable rooms with a computer work station, large screen monitors, and recording capabilities), and a communal space that currently serves as an office for technology support.
The Noel Studio as a Network
Having formally applied three theories to the Noel Studio thus far, I’m beginning to realize how important it is to approach it as a network of space, people, activity, ideologies, and epistemologies that cannot be separated from one another. It is a complex ecosystem that impacts and is impacted by larger institutional networks. While at first glance the network-icity of the Noel Studio might appear to exist primarily in its administrative structure (as I focused on in my initial proposal), the complexity of the Noel Studio is reflected in many different ways.
For example, even though the Noel Studio replaced the existing writing center, it did not simply overtake the writing center’s philosophies, space, or budget. Instead, it became an interdisciplinary space in the main library, an interdisciplinary department under University Programs (UP), and an amalgamation of budget lines from UP, the English Department (graduate assistantships), SGA, and, most recently, an endowment from the initial donors, Ron and Sherry Lou Noel. The collaborative efforts to make the space a reality are seen in the artwork commissioned through LexArt and paid for through the fundraising efforts of the Friends of the Library, the physical structures and features (small and large rooms, glass walls, brightly colored walls and glass), and the upgrades that have been made over the last 3.5 years (more and larger whiteboards, more mobile furniture).
Importance to English Studies
As the first large-scale multiliteracy center, the Noel Studio has already served as a model for other universities investing in communication initiatives and support services. While many people have visited the Noel Studio for ideas and advice, it’s an often-acknowledged fact that there is no “ideal” organization or plan that fits every writing center or writing program. Instead, each situation is unique and complex in its own right, subject to a multitude of factors. The Noel Studio is not replicable. However, using the Noel Studio as an object of study allows us to understand the different options we have for examining the complexity of any given writing program, answering Jackie Grutch McKinney’s (2013) call for writing centers to look beyond the traditional narrative to see and articulate the work we actually do. If we can better see and articulate this work and how our centers and programs exist as nodes within institutional and (inter)disciplinary networks, we can not only help others understand our nodual value, but we can also focus on the connections that strengthen our work and loosen connections that don’t.
McKinney, J. G. (2103). Peripheral visions for writing centers. Boulder, CO: Utah State University P.