LWP is not an archive, but a metadata network that strives to trace the migration of feminist pedagogical ideas through the circulation of metadata about students, curriculum, and course administration, where artifacts may no longer be circulating. LWP’s tracing activities reveal two things: (1) first, that women pedagogues’ critical locations can be attained through crowd-sourcing and through the modeling of integrative data; and (2) second, that the activities of field historians can be realized and sometimes measured through various kinds of intellectual encounters.

One goal of the LWP Project is to understand more about the nature, possibilities, and constraints of different intellectual encounters with women pedagogues. That is, we assume that historical recovery can occur within complex expectations about, and relationships between, metadata.

LWP understands most encounters to be ecological or taxonomical, either causing us to question how artifacts get to our archives, or enabling us to complicate the canon of concepts and terms that dominate historical study in Rhetoric and Composition (e.g., “current-traditionalism,” “advocacy,” “professional writing,” “technical writing,” “grammar study,” “writing for students from foreign lands,” etc.).

Both types of intellectual encounters (ecological and taxonomical) assume that information moves through researcher mindsets, where concentrations of activity about certain pedagogues, topics, and terms are somewhat dictated by current beliefs about what information is available and how that information should circulate. Thus, another goal for LWP is to develop a theory of interstitial metadata that bridges the divide between broad knowledge organization systems and specific disciplinary knowledge networks.