His research interests include professional and technical communication, particularly in international contexts, online teaching and learning, and teaching writing in the disciplines. His previous work appeared in IEEE Transactions for Professional Communication, Journal of Technical Writing and Communication, and other outlets. Together with Kirk St. Amant, he is the winner of the 2017 CCCC Award for Best Original Collection of Essays in Technical and Scientific Communication for the book Rethinking Post-Communist Rhetoric: Perspectives on Rhetoric, Writing, and Professional Communication in Post-Soviet Spaces.he creeping dominance of Anglophone-center journals as the most viable publication venues worldwide has resulted in the ubiquity of English as "the language" for academic publishing as well as the preeminence of Western forms of genre and research conventions. Citing 2004 data from Ulrich's Periodical Directory, Lillis and Curry note that 74% of the periodicals listed that year were published in English. Drawing from the Institute for Scientific Information, they cite that 90% of social science articles were published in English ("Interactions with Literacy Brokers" 4). Clearly, academics who write outside of the centralized Anglophone center, which includes the United States, the United Kingdom, and Australia, have experienced increasing pressure to publish in English (Canagarajah, Geopolitics, "'Nondiscursive' Requirements"; Horner et al.; Lillis and Curry, Academic Writing, "Interactions with Literacy Brokers"; Tardy). Such increased pressure is exacerbated through ties to increased rewards, as publishing in English can yield higher salaries and/ or increased research funding because economic and disciplinary mobility are often tightly linked with English language publications. Thus, functioning like T

Scholars have recently begun to conceive of literacy practices as drawing from resources that are simultaneously situated and extracontextual. In particular, studies of transnational literacy affirm the importance of both locality and movement in literacy studies. Continuing this inquiry into the situated and dispersed nature of transnational literacy, the author investigates the distinct effects that shuttling between national contexts have on the accumulation and use of genre knowledge. Specifically, through a case study of one Third Culture Kid student writer, the author reports on how her genre knowledge develops in response to transnational relocations between Italy and the United States and the way this transnational genre knowledge informs her writing of a high-stakes in-school genre. This case illustrates the value of rhetorical genre studies for understanding the situated and dispersed nature of transnational literacy and begins to outline the distinctiveness of transnational boundary-crossing practices.

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Institutional studies are valuable for exploring these intersections because formal institutions-such as schools, churches, and workplaces-are primary sites where literacy becomes localized at the intersection of lived experience and established ideology. While a great many educational institutions now take part in the complex network of global English language learning-public universities, K-12 schools, community colleges, and MOOCS-I ask what an institution expressly created to respond to and spur the transnational movement of English language learners, the Intensive English Programs (IEPs), can reveal about how literacy is taught and learned transnationally.According to the Institute of International Education, an estimated 110,870 international students attended one of 500 American IEPs in 2012-2013. Those students were just some of the 800,600 international students who matriculated to US universities and colleges in 2012-2013. Clearly, a substantial number of young adults have transitioned through and encountered forms and norms of English enacted within IEPs. These types of institutes are integral stopovers within the transnational landscape of higher education, and they operate within transnational social fields of education as part of the "set[s] of multiple interlocking networks of social relationships through which ideas, practices, and resources are unequally exchanged, organized, and transformed" (Levitt and Schiller 286). As such, they serve as one in a series of institutional brokers wherein learners position themselves and are positioned in relation to versions of English literacy at both the global and the local levels.A few select studies of transnational literacy have included telling examinations of writers moving through such formal institutions from this type of trans-institutional perspective (Duffy; Farr; Guerra; Lorimer Leonard; Rounsaville; Vieira). While each of these studies contributes to a growing understanding of how literacy is enacted in and transformed by institutions, none provides an exclusive or sustained focus on English language institutes as "regimes of literacy" (Blommaert) that feed the internationalization of higher education, which is of growing interest to those in composition studies. Christiane Donahue, for example, explores the significance of this growing