C&W 2017 Schedule
Thursday, June 1, 2017 - 9:00am to 12:00pm
This workshop will provide participants with tools, strategies, and approaches to hacking the classroom space to form productive learning environments. The conversations and activities in this workshop will focus on adapting and re-envisioning the classroom as techne--designing, crafting, hacking, making the space for/with/alongside students. Participants will engage in hands-on activities to “hack” classroom spaces while also involving students in the process. Through these activities participants will be encouraged to foster a reflexive, critical, and flexible approach to classroom spaces and will develop hacking heuristics to apply to their unique institutional contexts.
This workshop will examine Tumblr as a space of wonder: a social media application through which students can explore writing and research, various rhetorical situations, and community building in ways that encourage a bridging of literacies inside and outside the composition classroom. Workshop leaders will outline two different assignments using Tumblr— one short term and one over the course of a semester — and show examples of student work in their classes to demonstrate how social media can be not only a tool for writing, but more importantly a part of the process. Attendees will actively engage with workshop leaders and other participants on a group Tumblr site created for the workshop. For the majority of the workshop, attendees will work to design a learning space on their own Tumblr site as well as a Tumblr-connected assignment they plan to teach. Such work will provide attendees a tangible and transferrable outcome of the workshop. Ultimately, this workshop models ways to work with social media as spaces that engage students in writing, researching, and learning within a supportive community setting.
Thursday, June 1, 2017 - 9:00am to 4:00pm
As writing is increasingly performed in online shared spaces, and humanities research becomes more dependent on external funding, collaborative work is more important than ever. Although collaborative teaching and learning are nearly ubiquitous, scholarship in Computers & Writing speaks more to classrooms than our own research and professional development. This full-day workshop supports sustainable research in our field by helping research teams learn to communicate and collaborate in a manner which both supports joint decision-making and sustains long-term research. We share lessons learned from our interdisciplinary, inter-institutional research project focused on research and professional development in writing instruction. Through intensive participant-facilitator collaboration, we offer attendees opportunities to gain experience using digital tools, redirect communication breakdowns productively, build frameworks for scaffolding active work, and network with researchers similarly interested in helping writing research become more sustainable, efficient, and effective.
Unity is currently one of the most popular and freely available game engines. A number of popular games, including Fallout Shelter, Hearthstone, and Temple Run are all made in Unity. This workshop will introduce participants to this powerful tool through the creation of a simple 2D platformer game. No previous coding or art skills will be required- the workshop presenter will introduce some basic C# coding and provide all assets required for the session.
Thursday, June 1, 2017 - 1:00pm to 4:00pm
You’ve tinkered with an audio editor and maybe even taught a class or two that included an audio project and now you are anxious to do more. The affordances of many Digital Audio Workstation (DAW) programs offer sonic rhetoricians features that can engage us in listening to and shaping audio with a sense of play that promotes invention and re-sounding in multi-modal projects. This workshop will demonstrate some of the most useful of these features, while teaching participants listening skills that can stimulate their thinking about how sound affects. Participants will experiment with fx by using a DAW to remediate a text of their choice.
Inspired by Daniel Anderson’s “Low Bridget to High Benefits” approach to integrating multimodal composing in first-year composition in ways that affirm and celebrate students as “motivated agents of change,” this workshop will be facilitated by two faculty members and two undergraduate students who published an e-book about innovations in 3D printing as part of a first-year composition course.
Friday, June 2, 2017 - 8:30am to 9:45am
James E. Porter is a Professor in the Department of English and the Armstrong Institute for Interactive Media Studies at Miami University, where he has served as Director of Composition and as Director of the English language program for international students. At Miami he teaches courses in rhetoric theory and history, digital media ethics, interactive business communication, and data visualization. Porter’s research focuses on rhetoric, ethics, and professional communication. He is the author of Audience and Rhetoric (1992), as well as several books on digital rhetoric, including The Ethics of Internet Research(2009), written with his colleague and partner Heidi McKee. He and McKee have a new book coming out in 2017: Professional Communication and Network Interaction: A Rhetorical and Ethical Approach, which will be published by Routledge in their Studies in Rhetoric and Communication series. Dr. Porter grew up in Cleveland, Ohio; received his undergraduate degree from John Carroll University; and completed his MA at the University of Michigan and his PhD at the University of Detroit. He tweets @reachjim.
Friday, June 2, 2017 - 9:45am to 11:30am
(limited to 30 participants - Sign up at registration)
Presenters: Jenne Cairns and Kristen Hudson
Do you ever wonder why some people find a permanent place in local lore while others fade into obscurity? Everyone knows that Findlay is home to composer Tell Taylor, but Findlay is also the hometown of Grant Johnson. Johnson has the distinction of being not only one of the ‘heavy hitters’ in early professional baseball, but also was an African-American man playing on a racially-integrated team in Findlay in the late 1890s. Through primary source photographs provided by the Hancock Historical Museum, and additional information gleaned from digital research, this presentation includes a virtual museum exhibition about Johnson and his life, using modern technology to help bring this historic Findlay native the attention he deserves.
The Black Heritage Library and Multicultural Center is a non-profit organization dedicated to the promotion of diversity education and intercultural experiences. In existence for over 30 years, the Center blends art understanding and appreciation with civic and cultural education, and public service.
NOTE: This workshop and travel time conflicts with A Sessions
Friday, June 2, 2017 - 10:00am to 11:15am
The Eye of the Imagination: Excavating the Memory Palace for Composition Studies | Seth Long: For centuries, rhetoric's fourth canon was synonymous with the memory palace. It was an inner space filled with vivid, emotionally charged sights and sounds whose purpose was to facilitate invention. In this presentation, I argue for a contemporary pedagogical revitalization of this ancient practice, a revitalization grounded both in traditional mnemonic imagery as well as digital visualizations that mimic the classical memory palace, such as networks and infographics.
Multimodality as Rhetorical Agency: Exploring Pro-ana Web Spaces to Cultivate Online Community | Stephen Raulli: One relatively new subculture on the Internet is pro-ana, which is populated by girls with eating disorders who claim the illness is a lifestyle choice. While scholarship has begun to acknowledge these controversial spaces, the outside world looks at them with shock and wonder while users demonstrate their technofeminist savvy by recreating their individual digital identities. My presentation argues for the support of the boards, as the girls play with multimodality and the reclamation of medical rhetoric.
The Effects of WhatsApp Group Chat on Students’ Attitude Towards Composition Courses Offered at a Prominent University in Jamaica | Norty Antoine: There is no clear agreement or study supporting the use of Social Media in writing pedagogy in the Caribbean. There is a belief that the cellular phone, as a personal communication device, symbolizes informal communication and should not be used to facilitate communication between teachers and students who are engaged in the formal process of learning. The researcher provides early results of how he challenged this idea by introducing WhatsApp Group Instant Messaging platform into composition classes.
This panel explores three pedagogical projects with young writers that take up techne as an exploratory “process of making, and thinking, and re-making, through which meaning and knowledge are constructed” (Delagrange, 2011, p. 37). Through amplifying the intra-actions of writers, tools, and objects, this panel transforms knowledge into action by highlighting young writers’ wondering and wandering with techn(e)olog.
This roundtable session will explore the work of wonder and affect within everyday computing experiences. Each participant will introduce a professional practice or technique they’ve developed over time—ranging from communication applications to computing shortcuts to version control systems—and bring light to some of the more obscured parts of our day-to-day work. Participants will address both the technical and affective elements of these practices: why they are useful, and how they feel about them. These affective dimensions of composing are typically submerged in our contemporary accounts of composing and pedagogical practices. The goal of this panel is to center the affective and to describe the wonder of doing something new or useful with a computer technology for composing. Through a series of short narratives, panel members will describe a composing practice that moved them, that made them (and continues to make them) happy when they first discovered it or learned to do it.
Hesse observed in 2013 that Rhetoric and Composition has “collectively jacked up expectations for individual agency, success, and status, in ways difficult for all aspirants to achieve or the profession to sustain” (18). This tension is particularly vexing for parents, who often compete with their own vision not just of an ideal scholar, but also with societal depictions of ideal parenthood (Comer 100). This panel explores the intersection of three identities: Gamer, Academic, Mother, and takes a critical look at how each informs and sustains the others. While gaming is certainly not a way to cut the Gordian knot, the panelists’ collective experiences as gamers offer some insight into the intricacies of the problems that are faced by scholars who exist in the interstices between these identities. This insight offers us ways to begin to loosen that knot.
Embracing the interstitial space between identities means both revisioning traditional scholarly work and work spaces and calling into question current pedagogical and tenure practices. There is no model academic mother, as there is no model academic, we have chosen panelists from different types of institutions, at different moments in their academic careers, and at different stages of motherhood to represent this diversity.
In response to Jeff Grabil’s caution about robots in his keynote speech at Rochester, this workshop will explore ways that algorithms limit our wonder and will include activities through which we can recapture that wonder by thinking outside of the algorithmic box. The following limiting trends will be explored: the algorithmic limits on internet searches, the self-limiting habits of hurried citizenship, the local ramifications of commercial internet use, the existential threats to the profession, and the loss of anonymity. Activities will include upsetting the Google cart, creating chaos through new connections, engaging international social media, and making up to avoid facial recognition (optional).
This session explores online collaborative writing sites as spaces that not only encourage knowledge-sharing, but also cultivate communities of practice. Specifically, we argue that Google Docs offers a particularly strong platform for building communities of practices both in our classrooms and as a professional development resource in our program because users can see instant, visible, and synchronous evidence of their thoughts within a single, democratic, non-hierarchical space. Lave and Wenger suggest that “participation is always based on situated negotiation and renegotiation of meaning in the world,” and we believe that by encouraging both students and writing instructors to compose together, they renegotiate their understanding of meaning-making (Lave and Wenger 1991).
An Exercise in Teche | Mariana Grohowski: This presentation will unite both 1) the instructor's take on establishing and maintaining a "Humans of [insert city name]" social media campaign; and 2) students' end-of-semester reflections. Attendees can expect to learn from the speaker’s mistakes and students’ accomplishments.
Grassroots Maps Creating Spaces of Wonder | April Conway: In this presentation, I demonstrate how grassroots cartographers—map-makers who create geographic maps with marginalized communities—cultivate capacities for multimodal creativity by generating spaces of wonder through map-making processes. I argue that these multimodal mapping projects create spaces of wonder for the map-makers and broader audiences to explore intimate, yet public, representations of lived spaces.
#ConvoWithJohn: Event-Branded Hashtags as Public Rhetoric Strategy | John J Silvestro: I perform a case study of the 2016 hashtag #ConvoWithCokie for a major public event and consider the hashtag through Jim Ridolfo's call to develop circulation strategies for public rhetors who lack the resources to get their texts to circulate. Through my findings, I outline a composing strategy that public rhetors can draw upon to create hashtags that can generate alternative or disruptive digital pathways for the circulation of their truth-speaking public discourses.
Towards Digital Rhetoric’s Future with Algorithmic Culture | Estee Beck: This talk surveys research from digital rhetoric to shift focus to a need for digital rhetoric to respond to critical algorithmic studies--to identify broader themes and conversations and point to future lines of research.
“When you’re having fun time flys:” The Art and Craft of Integrating Multiple Learning Spaces, Multiple Web 2.0 Tools, and Multiple Modes of Writing in the Blended Composition Class | Lyra Hilliard: This presentation highlights affordances of a tightly-integrated blended writing course that pays close attention to the interplay between the face-to-face, asynchronous online, and synchronous online classroom spaces. Attendees will walk away with concrete strategies for managing multiple online classroom spaces simultaneously, access to my archived class recordings, and links to resources specific to synchronous online teaching.
Listening for Affect in User Experience Design | Emi Stuemke: Technical communicators and educators must carefully consider the role of affect in user interface and documentation. We’ve long measured user-friendliness, brand response, and consumer satisfaction, but more work is emerging on user emotion, pathos, and connections to personal memory. This presentation uses examples from accessibility systems for the deaf to provide data on emotional response to telecommunication and navigation interfaces and suggest techniques for experience mapping that can enhance interface accessibility.
Time to Reflect: Screencasting as Reflective "Process-Event" | Lisa Blansett: This speaker proposes using screencasting technologies during writing sessions to reimagine reflection not as a retrospective of an object through which a process is inferred, but as a “process-event.” As “process-event,” the idea of process as an object or static text is displaced in favor of envisioning relationships among thoughts, writers, and technologies that converge, thus changing the focus of reflection from what was learned to the dynamics of what is being learned.
Showcasing Assemblage Practice via an Animated Short | Travis Maynard: As assemblage pedagogies begin to emerge in rhetoric and composition, our own composing must also push beyond assemblage theory and into praxis. This presentation screens a short film that such an attempt. Following the screening, the presenter reflects on the film as assemblage practice that is both informed by theory and a product of two concrete processes: the selection and arrangement of semiotic materials.
Rewinding Technological Advances: Musicians' Sonic Composing Processes | Christine Olding: This presentation depicts the similarities in sonic composition between two musicians despite the 70 year gap in their composing processes through a ‘mode process’. Mode process demonstrates how a person uses multiple modes in the act of composing itself. This process will help us, as instructors, gain knowledge about sonic multimodal composing.
Digital composition is an increasingly popular way to engage students, provide learning experiences, and allow for new avenues of creativity and rhetorical invention to be explored. The digital foregrounds invention, locates students in the remediation of ideas, and introduces new modes of reasoning, response, and civic engagement. Yet, despite field-wide recognition as to the value of digital composition, all things “digital” (from classroom practices to tenure and promotion) continue to be taught/treated in relation to the longstanding critical imperative. To this end, this panel will feature two collaborative presentations (each theoretical, pragmatic, and performative in nature) that bring together digital conditionalities and rhetorical invention as a framework for cultivation.
This panel weaves post-process theory to discuss how users co-opt online spaces to empower and rewrite their identities. According to Zhao, Grasmuck, and Martin (2008), identities are reinforced, not simply constructed, within online spaces. The presenters, through empirical research, grapple with how online platforms can create opportunities for communicating and reinforcing identities, and how such opportunities are rife with constraints in terms of effectively demonstrating agency, even when a physical body is absent. Composing in online spaces facilitates affordances of wonder, reflection, and refinement of the body. Presenters’ findings contend these moves in online spaces lead to empowerment of previously unvoiced/underrepresented users.
Friday, June 2, 2017 - 11:30am to 1:00pm
Susan H. Delagrange is an Associate Professor of English in the Rhetoric, Composition and Literacy Program at The Ohio State University at Mansfield, where she also serves as Assistant Dean. Dr. Delagrange’s research focuses on digital media and visual and feminist rhetoric. She has contributed multiple articles to the digital journal Kairos: A Journal of Rhetoric, Technology, and Pedagogy, and in 2010 she won the Kairos Best Web Text Award for her article “Wunderkammer, Cornell, and the Visual Canon of Arrangement,” in which she illustrates how inquiry and argument change in the nonlinear environment of digital media. Her most recent book, Technologies of Wonder: Rhetorical Practice in a Digital World, was the first born-digital book to be put forward for tenure at a Big 10 university, and it received the 2011 Computers & Composition Distinguished Book Award, the 2012 Winifred Bryan Horner Outstanding Book Award from the Coalition of Feminist Scholars in the History of Rhetoric and Composition, and the 2013 Outstanding Book Award from the Conference on College Composition and Communication. Dr. Delagrange is a graduate of The Ohio State University.
Friday, June 2, 2017 - 1:30pm to 2:45pm
During this 75-minute mini-workshop, attendees will talk about reasons to incorporate memes in the writing classroom, see a variety of examples, explore tools for making memes, review potential challenges, and create their own memes using simple, free tools.
The Thrill Has Gone; But Ride On, Ride On: Seeking the Gaze of Wonder in a Post-Wonderful Internet Age | Cynthia Jeney: While doing research on medieval historical and literary topics, one pauses in wonder as records, texts, manuscripts and images become available online that earlier generations never dreamed of having access to. Yet the impulse to share this wonder with my students in literature and rhetoric sometimes makes me apprehensive: if wonder must strike suddenly, must surprise, and if preparation prevents a feeling of wonder, can we hope to inspire wonder? I argue that we perhaps have not only opportunities but a responsibility to demand, and to provide moments of wonder in digital spaces.
Decolonizing Digital Landscapes: Indigenous Innovation, Cultural Literacy, and Transrhetorical Movement | Rachel Jackson: This presentation uses decolonial theory and transrhetorical analysis to examine an innovative mobile device application developed by the Chickasaw Nation of Oklahoma: AYA – A Homeland Journey. ™ As an Indigenous scholar and lead historical writer on AYA, I frame the project as decolonial digital rhetoric that reclaims Indigenous landscapes through GIS and mobile technology, remediates Chickasaw culture across spatial and temporal locations, and recreates the embodied experience of removal via physical activity.
The Anonymous Feminists: An examination of rhetorical functionality in hacktivist practice | Carleigh DeAngelis: This presentation examines the tension between the oft-professed anti-feminist ideologies of the hacktivist group Anonymous and what the presenter argues are inherently feminist rhetorical practices. Focusing on the collaboration that is the foundation of most collective hacks, this presentation argues that even spaces that seem to be hostile to feminist ideologies rely on feminist practices in order to engage with spaces of wonder online.
In Techne: Queer Mediations of the Self, Rhodes and Alexander (2015) argue techne arises as praxis where lived experiences of the body come to bear on how one ethically and civically understands the world. “The life of body,” they state, “is not to be ignored.” While the body is often ignored, erased, or subsumed in digital spaces, this panel aims to put bodies at the center in order to extend and complicate approaches to digital writing. Speaker one explores the implications online harassment has for specific identities and the work we pursue with such students in writing classrooms. Speaker two counters the prevailing tendency to privilege textual circulation in theory, practice, and pedagogy by attending to how the body produces multiple, sometimes competing senses of circulatory flow. Speaker three presents a case study of university rules regarding student athletes’ social media use to discuss how administrative policy can work to police emotion in students.
Within the Computers and Writing community, techné , as a theoretical concept, has received a great deal of attention--perhaps the most notable recent occurrence being in Jonathan Alexander and Jackie Rhodes’s born digital text, Techné : Queer Meditations on Writing the Self. In addition, we have seen a great number of different theoretical approaches to techne, from Kelly Pender’s foundational book to Byron Hawk’s call for a post-techné pedagogy in the teaching of technical communication. Working from a variety of these theoretical lenses, our panel seeks to explore ways in which techné can be brought into the writing classroom--specifically the first-year writing classroom when being taught by graduate students or adjunct faculty with a number of restraints on how they might approach their teaching. What does it mean to teach wonder and wandering as pedagogical approaches when you as an instructor are limited in your own ability to do either. In addition, we seek to provide real-world examples of assignments and activities that have proven useful in achieving these goals.
Architectural Writing: Everting Rhetoric and Composition through Augmented Reality | Jason Crider: Augmented reality technologies are often touted as creating places of wonder, where digital content can be freely interacted with in physical space. Through examining mainstream AR technologies, I will argue for the cultivation of a mixed reality writing ethics and poetics, including pedagogical strategies that approach AR as an architectural writing technology for providing location-based, interactive critique.
‘Hit-it and Quit-It’ Or A Tactical Orientation to Digital Public Writing? | Rik Hunter: In this presentation, I will argue that in contrast to the negatively-perceived “hit-it and quit-it” approach to community service-learning projects as noted by Cushman (2002), Mathieu’s (2005) proposal for a more “tactical orientation” in the The Public Turn in Composition creates a space for community-based digital writing projects in professional writing courses.
Communicating Climate Change: Making Facts Louder than Opinions on Social Media | Kyle Adams: This presentation explores how over the past decade discussion surrounding Anthropogenic Climate Change (AGW) has increasingly been conducted in online spaces (Bessi et al, 2015). While most scientists agree that AGW is a real threat, there is a significant portion of the U.S. population that does not believe this (Capstick et al, 2014). The tendency for false information and polarization of opinion on hot button issues like AGW online draws audiences into argumentation over facts and restricts the dialogue about mitigation efforts, preventing wondering on an issue that affects all humans.
Most scholarship on sound in rhetoric and writing has been discussed through alphabetic modalities, primarily read instead of listened to. This roundtable celebrates and explores another way: scholarship on sound-related topics that actually uses sound as a fundamental part of experiencing the work. This roundtable features nine speakers who have all published scholarship that relies on aurality. Together, we find that the aural mode is a particularly powerful way to add layers of meaning, developing a sense of wonder and rich complexity in our listeners’ ears and minds. Presenters will share audio-clips and brief presentations that explore that explore remix, digital empathy, sonic collaboration, time, video soundtracks, and historical audio scholarship. These presentations will be followed by 30 minutes of discussion with heavy audience participation.
This panel provides a layered exploration of multimodal spaces -- from critically engaging “flattened” perspectives of writing to robust multimodal composition within multimedia. Further, this panel suggests potential assessment strategies for engaging these areas of wonderment.
Creating Spaces for Our Labor - A Report on the State of the Writing Program Technologist | Julia Romberger, Shelley Rodrigo: After a 2012 series of 23 interviews with writing studies faculty working in administrative roles to support technological infrastructure (reported on in conferences and forthcoming publications) the presenters followed up with a nationwide survey in Fall of 2016 to collect a greater breadth of data on job descriptions, responsibilities, and institutional visibility. This presentation is an initial report on those survey results.
Reflective Texts: Allowing Space for Wondering in Multimodal Composition | Jaclyn Fiscus: This presentation examines how reflection is mediated through genre by following the composition processes of 13 students doing a remixing assignment. I argue that we need to consider reflection practice in a variety of genres throughout the composition process, rather than just retrospectively on the finished product. These types of reflection could allow students to map their uptake selection processes more effectively when moving across multimodal genres.
Experimentation, Pain, Reflection: Postpedagogy in Practice | Megan McIntyre: As an approach to building classroom environments, postpedagogy works to combine critical pedagogy’s student-centered approaches to decision-making and assessment with experimental composing modes, practices, and/or genres and specific, sustained reflection. However, this commitment to experimentation can leave students confused and anxious, especially when projects lack constraints. This presenter argues that this pain can be made productive, but only through specific and sustained reflection and offers concrete examples from practice.
Online Activist Spaces: Representing Environmental Risk | Barbara George: My research explores the intersection between representing environmental risk phenomena and online activist spaces. I will explore how techne is woven into knowledge making about industrial processes that impact participant’s local environments.
Making girls and girlhood: Inhabiting physical and virtual spaces to craft new identities | Jen Almjeld: A recent community engagement project asked a class of undergraduate rhetoric students and 40 local middle schoolers to put knowledge learned in our classrooms – episteme – into action by composing for and with others. This presentation will explore ways a rhetoric class used multimodal tools to expand students’ identities along with those of our community partners.
Commitments and Obligations: Two Small Nonprofits' Use of Social Networks | Angela Glotfelter: The presenter will discuss the results of a participatory study seeking to investigate 1) Obstacles small nonprofits face when using emerging technologies like social networks and 2) How different contexts shape nonprofits’ use of social networks. The presenter will also seek to engage the audience in discussions about how we as practitioners and teachers of professional and technical communication teach our students about social networks and how institution-community partnerships can be formed in participatory manners.
Anne Wysocki and Johndan Johnson-Eilola broke new ground in 1999 when they asked, "why are we using literacy as a metaphor for everything else?" They showed how iteracies are linked with forms and media and "bundled" with concerns like identity, access, and culture. This panel will discuss and respond to the concerns and implications of current constructs of "digital literacy." The group will start with the premise that terms like literacy can become empty markers when left unchallenged. It is clear that "digital literacy" has become, like literacy before it, a marker that can constrain understandings even while it can be deployed (as Matthew Kirschenbaum notes of "digital humanities") tactically. To consider both of these possibilities, panelists will examine three broad paths that can be taken through explorations of digital literacy--multimodal composing, networks and social media, and data studies. The panelists will provide a snapshot of activities on one campus that reveals complexities and implications of digital literacy ranging from the classroom to the committee meeting. Rather than a divided, three-person presentation, the group will explore examples based in document design, web development, video composing, and social media data analysis. For each example, panelists will together explore three key topcis--applicability to teaching, links with rhetorical strategies and critical concerns, and institutional contexts.
Graduate Students Digitally Collaborating | Ellen Cecil-Lemkin: Coauthorship through digital platforms has increasingly become an accepted practice in the discipline, yet some spaces that have been slower to embrace these practices, such as the graduate classroom and curriculum. This presentation offers preliminary insight on how graduate student collaborate using digital platforms by reporting on coauthoring within a graduate class and discussing the ways in which graduate students navigated the digital space to collaboratively compose.
Personalization and Engagement in Dissertation Writing Groups | Simone Sessolo, Louis Cicciarelli: In this presentation, we plan to share with the Computers and Writing community the results of our research in creating a website that works as an interactive space to increase personalization, engagement, and creativity in graduate writing. Our research goal is to increase academic innovation and digital education, specifically targeting the difficulties graduate students encounter in writing their dissertations.
As First-Year Writing instructors, we have used the New York Times as the primary text for our composition courses in the past year. Through our presentation, we hope to share our experiences of “wonder,” as we have both engaged students in a new form of inquisitiveness and found alternative pedagogical paths for ourselves as we taught from a different and less-concrete course text. Particularly in a presidential election year, a newspaper text presents discourse opportunities and challenges. We will share our responses to those challenges (assignments and curriculum planning), and we hope to have a thoughtful conversation with our audience about their experiences bringing these types of texts into the classroom. We look forward to a conversation around recalibration strategies for when fluid content presents unpredictable classroom scenarios.
Friday, June 2, 2017 - 3:00pm to 4:15pm
The Social Justice Working Group seeks to foreground discussion of social justice in technology in order to build alliances while honoring differences. This year, we want to extend special welcome to concerns and conversations surrounding productive protest, the right to accessible and affordable education, and strategies to support our students and colleagues from all nations and religious backgrounds whether visiting, immigrating, or seeking refuge.
Games, computers, and writing share a long list of intersections for scholars, whether as hobbies, obsessions, and/or places of study. This panel will demonstrate how essential it is to understand online communities, not only as sites of research, but as spaces for growth. By looking at the creation and maintenance of safe spaces, how gender and bodily identity impact writing practices, and the strategies (and warnings) we can learn from gaming, we will identify a number of ways of using online communities to improve our work performance and mental health as educators and human beings.
Reared in Xenia, Ohio, Mary Leslie Newton spent her career educating young women and wrote extensively throughout her life. In her retirement, spent in Chattanooga, TN, she taught classes on European culture and issues. Through an examination of her life and work, focusing on a series of four spaces of wonder: women’s clubs, archives, digital exhibit, and bulletin board, we speak from different perspectives of our archival research project. The digital exhibit we crafted simultaneously creates a new space of wonder while honoring the spaces Mary Leslie created in the 20th century. We demonstrate techne in various moments throughout our project, including our design of the digital exhibit that shares moments from Mary Leslie Newton’s life and works and Mary Leslie’s teaching, writing, and speaking. These forms of techne demonstrate her need to craft specific spaces of wonder and our response to ensure her voice remains heard.
Giving Voice to Reflection: Aurality, Multimodal Reflection, and Self-Assessment | Ruth Book: This presentation proposes a framework to utilize the affordances of voice and aurality across multiple modes in order to encourage reflection that is critical as well as open-ended in an undergraduate writing classroom. This speaker will present a form of multimodal self-assessment and generative reflection that encourages students to consider theirs and peers’ work as a site of invention.
Current Limitations with ePortfolios: Empowering Students to Take Back Process | Margaret Collins: Portfolios utilize process-based instruction with the hope that, through ePortfolios, students view writing more as a process than a product. This presentation argues that first-year writing students lose the sense of wonder often paired with ePortfolios and pinpoints issues with the portfolio system—using Bowling Green State University’s ePortfolio system as an example— we share how writing instructors can focus more on process by using reflection and critical pedagogy as guides.
Engaging Students in Places of Wonder Inside and Outside of the Classroom: Using Ethnography and Multimodality in the Writing Classroom | Diana Awad Scrocco: This presentation offers a theoretical and practical discussion about how to engage students in places of wonder inside and outside of the classroom via field research, ethnographic writing, and multimodality.
This panel presentation is a celebration of the two decades since the publication of Gail Hawisher, Cynthia Selfe, Paul LeBlanc, and Charles Moran’s Computers and the Teaching of Writing in American Higher Education 1979-1994: A History. The presenters have been working collaboratively on an eBook project documenting the growth of and changes in the Computers and Writing community since (what we call) the History book left off in 1994. Computers and Writing is known for being a wonderfully welcoming, friendly, and supportive (sub)field, and the work of the four panelists, which involves reading through twenty years of Computers and Composition and Kairos; interviewing teacher-scholars; and looking at twenty years of Computers and Writing conference programs, supports and illustrates this sentiment. Our presentation will be a multimedia preview of the eBook and a discussion of the process of its creation.
This panel will focus on theorizing and building the infrastructure for a culturally-relevant digital scholarly publishing platform: constellations: a cultural rhetorics publishing space. It brings together a team of one senior faculty, one junior faculty, and one graduate student to discuss the relevant considerations (deciding on systems and software, usability, visual aesthetics, etc.) needed to establish an infrastructure that underscores mentorship and supports underrepresented scholars through a digital platform. Coming from a variety of backgrounds and experiences, the speakers discuss the approaches, possibilities, limitations, and challenges for initiating a sustainable publication model based on diversity, inclusivity, mentoring, and collaboration. While particular speakers will focus on how they brought specific realms of expertise to the project, they will also model collective practice in terms of what they have learned, inviting conference attendees to join in collaborative conversations about digital production and publishing in inclusive spaces.
In the summer of 2014, the National Writing Project in conjunction with NEXMAP sponsored a "hack your notebook day" in which they encouraged people to use paper-based circuit crafting materials--conductive tape, conductive ink, conductive paint, conductive thread, and conductive fabric--to create physical-digital texts. In this mini-workshop I will introduce paper-based circuit crafting as a form of material composition (Shipka) and walk the group through the creation of three basic circuits -- a simple circuit, a parallel circuit, and a switch -- using graphite, conductive tape, and Circuit Stickers. We will spend some time discussing how paper-based circuit crafting has been and might be used in composition classrooms, and I will provide participants with additional resources so that they can further explore paper-based electronics on their own.
This panel explores sound as techne — as a medium of composition, as a method of research, and as a mode of inquiry. By exploring specific cases in which both high school youth and undergraduate students were invited to “sound” the world and their lived experiences in community, we hope to demonstrate the rich possibilities associated with aurality for writing with and through sound.
In this panel presentation, the speakers address this overarching question: to what extent does the creation of a research center impact local, institutional, programmatic, and pedagogical knowledge work? Panelists discuss the development of a usability research center at their own institution, and examine how the research center serves as a space of wonder for programmatic and pedagogical development, as well as public outreach.
Toward a Student-Crafted Composition Course | Matthew Halm: In college composition both students and instructors can and should participate in crafting the course. Technē is both process and product: the craft producing and the craft produced. Pedagogies of process or post-process aim to make the focus of composition the act of writing. That focus can be realized by including students in the process of crafting the course itself. When students participate in the creation of the course they are encouraged to view it as a low-stakes environment where drafting, mistakes, and “wonder” are the goal, not just steps along the way to a grade.
Interactive Close Reading: An Innovative Web Course on Reading Poetry | Zak Risha: I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. My project involves the construction of a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users.
Tracing and Valuing Free, Crowd-sourced Digital Humanities Work | amelia chesley: This presentation traces the digital publishing history of the audiobook archive LibriVox through its procedures, policies, and praxis, with a goal of articulating the value of the transformative recording, digital preservation, and community building being done by LibriVox volunteers.
Reclaiming and (Re)Inventing Accessibility, Inclusion, and Agency for Gender and Motherhood in Social Media Spaces | Barbi Smyser-Fauble: This presentation builds upon discussions of technofeminism and disability studies to recommend a feminist disability studies framework for scholars and activists to enact in their pursuits to embrace and reclaim more inclusive applications of the term “woman” and “motherhood” within social media debates for gender equality and reproductive rights.
Friday, June 2, 2017 - 4:30pm to 5:45pm
The Wonder of Online Search: Exploring the Rhetoric of Algorithms | Daniel Hocutt: This presentation proposes Bryant’s (2014) onto-cartography as a methodology that can be employed to develop and teach algorithmic literacy. The rhetoric of algorithms represents the emergent assemblage agency of human and nonhuman entities that acts on users during online search sessions, embedded among the interaction of users and hardware, software, code, operating system, interface, and corporate institutions.
Dissonant Wonder/ment: Materiality, Memorials, and a Rhetoric of Hospitality | April OBrien: This presentation studies a Southern town’s three sites of memorial that relay a sanitized history. Through an interrogation of these sites, the presenter will argue that the town utilizes a rhetoric of hospitality to deflect from a history that is marked by slavery and colonialism. Drawing from space/place rhetorics, new materialism, and electrate memorialization, the presentation will ultimately maintain that the way the town memorializes its history reinforces segregation as well as implicit forms of racism.
“But Mom, I want to make a cartoon” or “Iron Man that sh**”: Approximation and Letting Go in Teaching Composition | Adrienne Jankens: Accepting a readiness for multimodal composing in composition curricula, through the presentation of field notes and student artifacts, I explore how instruction centered in creating conditions for learning (Cambourne 1995) can support students’ approximation of genres and processes in ways that free them up to make the kinds of decisions Shipka (2011) describes, so that the potential for a fuller use of the composed spaces of the classroom can manifest.
This panel discusses interdisciplinary collaboration in research methodology and approaches to web work. While developing an interface that combines a repository of composition pedagogical materials and a corpus of student writing, the developers demonstrate strategies for user centered design by conducting research of environmental scans and persona description. As the interface serves both research purposes and professional development, our project connects applied linguistics and rhetoric & composition. In order to have a clear direction for user centered design, we conducted a survey to understand potential users’ needs and expectations for utilizing the interface as a resource for better practices in teaching college composition. Data collected from the questionnaire offers panoramic insights that further refine personas and provide frameworks for the construction of a user-centered interface with multiple functions, designed for an interdisciplinary network of researchers and teachers.
This panel presents contributions to the forthcoming digital collection called Racial Shorthand: Coded Discrimination Contested in Social Media. Participants will discuss their contributions to the collection that highlight how communities of color draw on rhetorical traditions and linguistic technologies to compose multimodal digital and non-digital literacy projects, as well as how racist discourse circulates in response to non-white representations of "Americans" and misrepresentations of women of color online.
This roundtable reports on a graduate course in spatial rhetoric to consider how digital technologies, including mapping, augmented reality, gaming, and social media platforms, can complicate and enhance individuals’ relationships and interactions with space. In this course, students chose an aspect of university history on which to focus for this project and researched this topic within the university archives. Each student then mapped specific aspects of that history using Google Maps and created augmented content within specific university landmarks and spaces using the augmented reality application Blippar. Each presenter discusses one aspect of the project, including theory, methodology, technical requirements, and individual project topics.
The Writing Process Map is an assignment that we have used to “hack” the literacy narrative genre. The Map integrates collaged visuals (hand-drawn, clip art, photos, etc.) and a written explanation so students at multiple levels of skill can explore and reflect on their personal writing process. Positioned at the start of the course, this assignment challenges their assumptions and preconceptions about writing so that they move away from a linear model to one that embraces wonder and encourages reflective change. In the mini-workshop, student examples will be shared and participants will create their own writing process maps to reflect on how the assignment changes their own perceptions of their writing process. The session will present models for integrating the assignment in composition courses. There also will be time to brainstorm additional models to tailor the assignment to participants’ specific campus environments. This session will be especially useful to participants who would like to integrate multimodal work in their classrooms but are limited in time and resources.
This roundtable features a national panel of contributors from the forthcoming collection Writing Studio Pedagogy: Space, Place, and Rhetoric in Collaborative Environments. Offering perspectives from researchers at a variety of higher education educational institutions, presenters will share analyses focused on multimodal composition processes, practices, and the resulting spatial designs that make them engaging and productive. Presenters offer research-based and theoretical concepts for current and future designs of multimodal composing spaces. These spaces create intellectual curiosity, creativity, and innovation in student composers from across the disciplines.
This panel examines structural and institutional impediments which might hamper the creation of an atmosphere of wonder within the writing classroom. Topics covered include an examination of how course management interfaces lend to a perceived devaluation of writing, a case study demonstrating how a lack of adequate institutional support preventing writing instructors from pursuing effective approaches toward teaching global Englishes, and a discussion of the pervasiveness of masculine toxicity in online spaces. While the effects of these impediments are indeed deleterious, the panelists draw upon their classroom experience to discuss strategies for overcoming them.
The Academic Blog as a Space of Classroom Wonder: Using Genre Studies and Activity Theory to Resist Mutt Genres in General Education | David Giovagnoli: This presentation will describe and interrogate the teaching of an English Studies general education course focused on the communicative practices of gay men through a genre-studies and activity theory-based pedagogy originally developed for first-year composition. By creating a digital classroom discourse community through the exploration of academic blogging and its attendant genres, this pedagogy seeks to make visible and value students' moments of wonder, confusion, disagreement, and epiphany as they move through an interdisciplinary set of units on linguistics, rhetoric, and literature.
Writing Studies Goes "Boink:" Amateur Writing and Calvin and Hobbes | Michael McGinnis: This paper addresses recent scholarship about the relationship between composition studies and creative writing by offering a meditation on Bill Watterson’s comic strip Calvin and Hobbes (1985-95). In particular, this talk looks at Watterson’s work at three levels: the author’s published comments about the strip, the strip’s own depictions of academic and creative writing, and online fan texts based on the strip.
Mundane and Material Techniques of Invention | Jacob Craig: Drawing on Byron Hawk’s concept of post-techne that emphasizes the situatedness and materiality of invention, this presentation provides two accounts of material invention techniques writers produce within writing specific contexts and adapt over time. These findings extend and contribute to recent considerations of materiality and process—findings about mundane writing choices as important for cultivating persistence and limiting distraction—to include rhetorical invention.
Techne in OWI: Looking at Trends in Fully Online and MOOC Spaces | Kristine Blair, Elizabeth Monske: Inspired by Blair and Monske’s (2003) “Cui Bono? Revisiting the Promises and Perils of Online Learning” and other scholars from over the last decade such as Warnock, Ruefman & Scheg, Magnotto Neff & Whithaus, Cargile Cook & Grant-Davie, Hewitt, Krause & Lowe, two presenters will discuss how their eighteen-month project has expanded the opportunities for wondering and wonder through writing and composing in the time of OWI in both fully online and MOOC spaces and what is next.
Communities of Inquiry: A Heuristic for Designing and Assessing Collaborative Learning in Online Writing Instruction | Mary Stewart: This presentation introduces the Community of Inquiry (CoI) Framework (Garrison, Anderson, & Archer, 2000) as a heuristic for designing and assessing collaborative learning in online writing courses. I argue that the framework creates a lens through which we can more precisely understand the goals of peer interaction, and thus more effectively design collaborative learning activities.
Feminist Techné for Encouraging Wonder in the Online FYC Classroom | Abigail Oakley: In this presentation, I will discuss using the feminist techné of self-reflexivity and valuing student experience as a strategy for helping students to explore the agency that comes with composing multimodal texts in multimodal environments. I argue that incorporating the techné of self-reflexivity and valuing student experience both in course design and teaching praxis may help students to better articulate their own learning and consequently encourage student agency in the online classroom.
Wandering into Wondering and Wonder with(in) a Digital Archive | Phil Bratta: Contributing to ongoing digital research in the humanities and social sciences, this presentation explores the affective and cultural techniques of activists and how a researcher might affectively experience and interpret the digital-cultural artifacts. Using a mixed methods approach (interviews, data visualizations, tactile-visual rhetorical analysis, and story), this presentation offers findings from analysis of several labor union activist posters in the Joséph Labadie Archive Poster Collection, evincing cultural affect and its ability to evoke wondering and wonder as it moves in and with activist texts, archivist materials, and a researcher’s body.
#LATISM as Techne: Creating Digital Narratives for the Hispanic/Latino Community| Jasmine Villa: The purpose of this presentation is to examine how Latinos in Tech and Social Media, a non-profit organization, uses #LATISM as a techne and as an interplay of multimodal spaces (physical and digital). The #LATISM hashtag capitalizes on the use of social/participatory media to create a space of wonder where multiple actors interact, and ultimately lead to “wondering,” such as fostering advocacy and digital narratives of the Hispanic/Latino community.
Georgia Through the Looking Glass: Sparking Wonder through Archives-Centered and Community Engaged Pedagogy | Elizabeth Davis: This presentation will discuss my work with service-learning and archives-centered pedagogies as methods for thinking about digital writing as craft, and libraries and public service units as spaces of and for wonder/ing. These experiential learning approaches ask students to step into new spaces and to join in the project of writing their state’s past, present, and future. In moving from doing to knowing, students will consider how writing evolves from techne into episteme and the implications for digital literacies.
Expands on scholarship on emotion in composition to address the limits and opportunities of a pedagogy of wonder. We address wonder both as a feeling associated with new technology and as a technology in itself. By focusing on wonder's functions and how they are enacted in pedagogical spaces, these presentations avoid romanticizing wonder, anchoring it instead in everyday practices and locating possibilities in both its presence and absence. Our presentations move from pessimism to optimism regarding wonder’s pedagogical potential, and we argue that both wonder and its absence can have surprising classroom applications.
This panel will explore how music uses us, and how we use music, in concert with computer and networked technology, to create wondrous spaces to open rhetorical possibilities, to serve as lens for critical analysis, to spark invention, and to harmonize with compositional thinking in the writing classroom. To begin, the panel will present a song, multimodally and collaboratively authored and performed. Using the song and the creative software as base, the panel will then unpack the pedagogical, critical, and technological facets of musicality in the reading and writing classroom.
Friday, June 2, 2017 - 6:30pm to 8:30pm
Six previous recipients of the Gail E. Hawisher and Cynthia L. Selfe Caring for the Future Award will gather together in this town hall to acknowledge the ways that the field of Computers & Writing has supported and can continue to support diverse approaches and contributions to scholarship in the field.
We will begin by discussing how our experiences and presentations at the C&W conference have informed our progress, including through networking, publications, research interests/ideas, and other avenues within and beyond C&W networks. The purpose of our roundtable will be to draw special attention to potential strategies and initiatives that C&W can continue to implement in order to further support representation and inclusion in computers and writing scholarship.
Saturday, June 3, 2017 - 8:30am to 9:45am
Comprised of four second-generation computers and writing scholars, this panel explores how composing in multimodal spaces affords opportunities not only for wonder/wondering but also spaces and opportunities for wandering—specifically so, for wandering back to an earlier piece of scholarship, considering how we might, following Bolter and Grusin, “honor, rival and revise” that work today.
For this town hall, we each chose works composed at different points in our academic careers—a project created thirteen years ago for a graduate seminar, a conference presentation given ten years ago, and, finally, a co-authored text published five years ago.
Following Michael Shanks, we wanted to move beyond something’s “given state” to “follow the process in which it becomes something else” (43). Put otherwise, in (re)generating works created at other times, in other contexts, for other purposes, etc. we enact what Shanks calls “sensuous receptivity”—a greater awareness and appreciation of how “every new insight about an object literally changes what that object is, its identity, and thus our attitudes and actions toward it” (112). Importantly, beyond considering how these works might now be remade and transformed, we consider the ways that we, as scholars and makers, have also been transformed.
Saturday, June 3, 2017 - 10:00am to 11:15am
This mini-workshop will help participants become familiar with Scalar 2 (Scalar), an open-source, web composing platform well-suited to embedding various digital media, especially for archival purposes. Scalar’s design allows for long-form, born-digital scholarship that encourages “nested, recursive, and non-linear formats” (About). Indeed, a Scalar site acts much like Susan Delagrange’s description of Wunderkammern, or wonder cabinets filled with a variety of objects—in this case, digital ones—that users can pursue and peruse. In this workshop, participants will learn how to create their digital curiosity cabinets, and they will learn the rhetorical possibilities and pitfalls of composing in Scalar. Participants will learn how to create a Scalar book/site, make pages, and embed media. In addition, we will discuss creating annotations for media, data visualizations of collected material, and how the structure of Scalar allows for non-linear, layered meaning making. Toward the end of the workshop, we will break into small groups to discuss how Scalar might be included in various classroom settings and assignments, and then come together as a large group to share those insights.
Planning for Change, Building in Redundancy: Preserving our Computers and Writing Conference Archives | Michael Day: The Computers and Writing Memorabilia Project (CWMP), a collection of digitized documents, photographs, and objects from 30 years of Computers and Writing Conferences, went live in 2013 and stayed live until mid-2016. With the sudden, unexplained disappearance of the computersandwriting.org site and its host, Interversity.org, countless hours of work and valuable documents disappeared. This conference session will ask participants to use their collective wisdom to help solve the problem and prevent future occurrences, leading to a more general discussion of archival generation and preservation methods for digital rhetoric scholars.
Preserving Digital Scholarship Using the Variable Media Approach | John Walter: As those of us involved in digital rhetoric and digital humanities increasingly produce multimedia born-digital scholarship, we, as the scholars who produce and rely upon such scholarship, will increasingly find it necessary to consider how to preserve such scholarship. In this presentation I will introduce the Variable Media Approach and a series of case studies I've developed using the Variable Media Questionnaire in order to explore the feasibility of using the VMQ as a tool to help us think through issues of preservation of our scholarship and to determine how we might better design such scholarship to facilitate preservation.
Cathy Davidson reminds educators that we are living through one of the most significant periods of change in human history. Despite our feeling overwhelmed at times, she rightly suggests that we cannot ignore new possibilities in pedagogy, publishing, and genre. This panel interrogates changing writing and publishing practices and describes how disruption can offer insights for Computers and Writing.
With advances in both technology and the understanding of certain disabilities, many students with disabilities are now being mainstreamed--attending traditional schools, rather than attending schools for the disabled. This panel discusses the complexities that come with having mainstreamed students in college courses, from the positon of the professor, as well as that of the students.
Calling all former and prospective Computers and Writing Conference Chairs (and any other interested parties)! Please join us for a conversation to offer your insights and expertise, your best and worst hosting memories, as members of the 7C Committee (the Committee on Computers in Composition and Communication) gather materials and information for a C&W Conference Hosting Guide to offer guidance and to ease the work for new hosts.
The Noel Studio for Academic Creativity creates opportunities for both wondering and wonder through the purposeful cultivation of environments and pedagogy designed to encourage students and faculty to embrace the concept of play through experimenting with multimodal composition concepts and strategies. The pedagogy of Noel Studio spaces and services run parallel, crafting continuous modification of its physical and digital spaces--each tweak to one sending ripples of change through the other. In this roundtable, the Director, Associate Director of Programs & Outreach, Assistant Director of Writing & Communications, and current and incoming Consultant Leaders will discuss assessment-driven revisions of the Noel Studio’s workshop program and consultant professional development series, and impactful modifications made to our physical and digital spaces along the way. Presenters will also provide insight into how they juxtaposed such analyses with EKU’s proposed Quality Enhancement Plan and burgeoning professional development activities at the faculty level to take advantage of and improve upon the wonder inherent in our physical and digital spaces. Presenters welcome discussion, posing questions of sustainability, training, and student and consultant empowerment and encouraging participants to offer insights and suggestions of their own.
This panel explores the affordances of the podcast not only in terms of the scholarly work a podcast can do--explain ideas, present scholarly work, etc., but in terms of whether or not a podcast could be considered to be scholarly. In other words, the speakers of this panel intend to wonder about the scholarly potential of the podcast not just in terms of the content, but with respect to the form. First, speaker one assesses the landscape of podcasts in order to suggest a taxonomy to frame rhetorical practices in this audio form. Then, speaker two focuses on delivery and circulation in order to argue that podcast production is a scholarly endeavor. Finally, speaker three explores the vox pop form and articulates the affordances serialization provides in making visible the scholarly value of creative processes as research methodology.
Introducing Wonder in the Technical Writing Classroom | Lindsay Clark, Melody Denny: This presentation shares the experiences of instructors at different universities who reimagined their upper-level writing course curriculums to include multimodal activities and assignments. Using pedagogical reflections, assignments, and student reflections collected during the course, we explore the ways students’ composing processes are influenced by technology, how we create wonder in our class activities and discussions about digital communication, and present the opportunities and challenges that emerge during this process.
Missing Wonderful Opportunities: An Assessment of the Multimodal Requirement in a WP Curriculum | Alyssa McGrath: This is an evaluation of the multimodal component in a FYC program at a mid-size public Midwestern university, wherein writing instructors discuss the ways they define, value, and teach multimodality. I will explore the implications of this assessment for writing instructors and writing programs and extend the discussion of multimodality to focus on how we can assess the ways we have taken up multimodality.
This panel proceeds with the underlying premise that online spaces of wonder continued to be monitored and crafted for a particular user. The speakers discuss issues of culture, appropriation, and decolonization so as to question how users inscribe affect and agency in digital spaces.
"My Dream Life": Negotiating Religious Ideologies on Pinterest | Bree Gannon: This presentation will describe the findings of an eighteen month study of young religious women on Pinterest and will focus on the participants’ use of Pinterest to cultivate “dreams” and how they used the digital space to negotiate their dream life and their real life.
Picking and Choosing Identity: Exploring the Influence of Friends as Audience in Facebook Composition and Engagement | Lacy Hope: This presentation aims to clearly couple the theories surrounding social networking site (SNS) pedagogy and online identity construction by examining how the presence of Facebook Friends influences a student’s online rhetorical identity and thus the nature of their public composition.
All Internet Memes are Epideictic: Enthymemes and Social Discourse | G Bret Strauch (Bowers): This presentation establishes the epidictic function of internet memes and how visual enthymemes present within memes shape cultural and social thought processes. The panelist shows how this type of analysis can demystify cultural and social discourses and reveal the power of written artifacts for FYC and advanced writing courses.
This panel will present the beginning work of the Kairos Preservation Project, an effort to update older Kairos webtexts to ensure their preservation and accessibility. We will demonstrate how webtext preservation may serve as a pedagogical tool for graduate students and faculty to learn computational literacies. Our project updated the code of webtexts from Kairos Issue 1.1, while working to maintain the original authorial intent, address the needs of accessibility, and negotiate the politics of web standards. We argue these negotiations are necessary to moving learners beyond a functional literacy and to develop the critical, rhetorical skills necessary to respond to new coding situations and tasks and produce better, sustainable web scholarship.
Keeping Wonder in Check: Balancing the *How* of Digital Tools with the *Why* When Designing Technology-Heavy Writing Courses | Michael McLeod, Dawn Opel: The co-presenters will describe how they balanced the how of technology with the why, or developing critical literacies alongside the functional, when designing a technology-heavy course.
Practical Pointers for Usable Learning Management Systems | Sara Doan: 85% of higher education faculty in the U.S. use learning management systems (LMS) (Dalhstrom, Brooks, & Bichsel, 2014); however, not enough research or guidance on LMSes in the writing classrooms exists. Using IRB approved interview and survey data, I outline best usability practices for supporting students’ digital literacies through LMS (Selfe & Hawisher, 2002; Duffelmeyer, 2002), including practical strategies for course structure, accessibility, and personalization to enable instructors to better meet students’ needs.
Saturday, June 3, 2017 - 11:30am to 1:00pm
Will Hillenbrand is a celebrated author and illustrator whose published works include over sixty books for young readers. In addition to his own self-illustrated titles, he has illustrated the works of writers and retellers including Verna Aardema, Judy Sierra, Margery Cuyler, Judith St. George, Phyllis Root, Jane Yolen, Karma Wilson, Maureen Wright, Daniel Pinkwater, Olivier Dunrea, and Jane Hillenbrand. In his work, Will uses a combination of traditional drawing methods and digital media, which creates images of art that are much closer to the way they would look in print, thus blurring the line between art and craft and exemplifying the concept of techne. Will has lived almost all of his life in Cincinnati, Ohio, where he grew up as the youngest of four boys. He now lives in Terrace Park, Ohio. Information about his books, selected readings, art process videos and activity ideas can be viewed at www.willhillenbrand.com. Connect with Will at www.facebook.com/willhillenbrandbooks.
Saturday, June 3, 2017 - 1:00pm to 2:30pm
(limited to 30 participants - Sign up at registration)
Presenters: Anne Eley and Susanne Seybold
Noting that the blacksmith played a vital role in the communities of early 20th century America, we studied The Hancock Historical Museum display of a variety of blacksmithing and farrier tools. In the museum archives, we analyzed pictures, ledgers, and city directories speaking more specifically to the role of blacksmiths in Hancock County. Though some tools are worn beyond recognition, they speak to the strength, creativity, and craftsmanship of the blacksmith. Through our research, we learned about John Dutton of Williamstown, Burgan, and Thompson Blacksmith Shop of Findlay and Ralph “Pard” and Tommy Bowman blacksmiths of Arlington, OH. Our desire is to present to the visitors of the museum the stories of these blacksmiths, their trade, and their tools. Because techne is the art of crafting, we look at blacksmithing as a discipline. In our presentation, we explore how blacksmiths used their tools to craft spaces of art and community.
The Hancock Historical Museum was founded in 1970 as a place to preserve and share local history. Since then, the HHM has grown into a campus of nine facilities and a collection of over 70,000 books, photographs, manuscripts, and artifacts, united in a single mission—to embody our unique sense of place through the art of everyday mementos.
NOTE: This workshop and travel time conflicts with Poster/F Sessions
Saturday, June 3, 2017 - 1:30pm to 2:45pm
In 2008, Matt Ratto defined “critical making” as a combination of “critical thinking” and “making”—internal and cognitive with external and material, functioning together as public rhetoric (Ratto and Hoekema, 2009). Echoing David Sheridan’s manifesto, “A Maker Mentality to Writing,” scholars have explored critical making with software code and DIY programming activities to compose both physical and digital objects—to participate in political publics through digital rhetorics in new ways (Warner). Our panel offers four perspectives on how to incorporate these critical making practices in the college writing classroom.
This panel examines emotions as a driving and sustaining force for online movements and practices. Drawing on Deborah Gould’s notion of “emotional habitus” as a set of emotional norms and decorum that regulate specific online spaces/communities/bodies, this panel will present on how emotions both drive and limit actions, particular with often overlooked topics and spaces, such as “Transnational Vietnamese Rap and Hip-Hop,” “‘Mommy’ blogs,” and “Muslim Feminist Literacy Practices on Tumblr.”
In our presentation, we will share multimodal composition projects that engage high school learners in the act of “wonder” through social media. With both projects, students offer and gain new perspectives on national histories through self-expression and collaboration as mediated through social media. Our audience will be able to interact with and access our digital poster for their own teaching purposes.
This study aims to join these scholars by exploring how incorporating play in the classroom creates a “possibility space” for students, leading to a more positive attitude towards writing. Relying on psychological theory connecting awe and social awareness/community, I aim to explore how play and choice function when integrating video games in the freshman composition classroom. By comparing student reflections, interviews, and survey data between students who actively play the computer game Undertale for a class project, this exploratory study addresses both the benefits and challenges to incorporating video games in the classroom, as well as explores how the act of playing a game encourages pro-social behaviors by instilling a sense of awe and wonder in students.
After several semesters of using a course blog as a tool for facilitating low-stakes writing outside of my classroom space, I began to experiment with alternative models. I was hoping to find a method that would increase student engagement with the blogs and foster student investment in both their own writing and that of their classmates. This poster presentation seeks to provide an overview of these experiments by outlining several methodological approaches to student blogging that I have incorporated into first-year writing seminars over the past four semesters. My poster will highlight the pedagogical implications of each approach and specifically highlight two unique methods: 1) my use of a joint-class blog across two different seminar sections and 2) my use of blog writing as serialized preparation for an academic research project.
Tumblr, a blogging platform, is a space of wonder that enhances students’ engagement and multiliteracies. Instructors venture into digital multimodal composition to witness how students’ writing process, rhetoric, technology, and literacy intersect by breaking traditional barriers between teachers and students in a digital space that may not always be replicated in the classroom. In this low-stakes digital pedagogy assignment, students use gifs and memes to compose posts, while enhancing their agency and expressing their voice. This poster presents how this low-stakes assignment allows instructors to venture into digital multimodal composition on a small scale as means to cultivate students multiliteracies.
The Digital Archive of Literacy Narratives (DALN), which currently has over 7,000 individual submissions, has undergone some exciting new changes recently. This organizational meeting, open to contributing partners, affiliates, volunteers, and any other interested parties, will include a short presentation on the state of the DALN. We will cover updates on programmatic and technical details in addition to highlighting recent scholarship and publicity that has emerged in conjunction with the project. Specifically, we will discuss the recent interface redesign of the site, a project implemented by a development team comprised primarily of Georgia State University students that allows for greater ease-of-access, clearer navigation, and an updated look-and-feel. Finally, we invites all attendees to share ideas and feedback with us as we work to establish a five-year plan for the DALN.
“Facing” the Troll: A Levinasian Approach to Online Hate Speech | Matthew Overstreet: Diane Davis, following Emmanuel Levinas, has recently suggested that all common meanings are underlain by a “structure of exposure”—a presymbolic openness to the unassimilable alterity of the other. My paper argues that Twitter enacts this “preoriginary addressability,” and discusses the pedagogical implications therein.
Why Click Bait Matters: False Wonder and Awe in the 2016 Presidential Race | Elizabeth Dickhut: A headline like “Emails, Genitalia and the F.B.I.” is handcrafted by the news organizations to bait Facebook users to click. These financially motivated titles create a new space in online journalism to manipulate the curiosity of the audience by creating a false sense of wonder and awe. This phenomenon also has larger implications on the relationship between computers, composition, and the audience.
Mind the Gap: Fostering Empathy in Trump’s America | Melissa Forbes: In this presentation, I ask a simple question: if one were to design an online space aimed specifically at creating understanding between the right and the left, what would that space look like and how would it work? I examine obstacles that prevent productive political discussion, layout possibilities to create the ultimate act of wondering in these spaces. Finally, I conclude by pointing to ways that we might create such spaces in miniature in our everyday interactions.
In 2015, the City College of New York funded a research project that allowed the writing program administrator to collect approximately 5,000 essays from fifteen sections of English composition. As a follow-up to this initial project, a part-time instructor has developed a second corpus-driven pedagogy project for the second semester composition course. In this presentation, the writing program administrator and one of the part-time instructors describe how this original initiative enabled part-time faculty collaboration in a large-scale research program and how instructor involvement in this project encouraged multimodal teaching and learning.
Composing in Emerging and for Future Media: Developing Multimodal Adaptability | Brenta Blevins: Communication technologies are rapidly evolving, offering new media and new digital tools for production and consumption of texts, but creating pedagogical challenges for instructors focused on supporting long-term student compositional capabilities. The speaker discusses the implementation of an Augmented Reality project in the classroom, presenting the scaffolding of reading, research, and class discussion of composition decisions, designed to develop communication adaptability.
The Shadows of Wonder: Rhetorical Frameworks for Post-Flash Animation | Daniel Liddle: This presentation considers how design guidelines for user interfaces frame animation as a tool primarily for perception and cognition rather than emotion, awe, or wonder. The speaker argues this approach is meant to counter negative perceptions of animation as inherently ornamental and decorative. Despite this turn, the speaker highlights how the attention to wonder still remains in the current guidelines, albeit as a secondary, often marginal focus.
Tag-Wrangling on AO3: Negotiating the Space Between Prescriptivism and Descriptivism | Adrienne Raw: AO3’s tag wrangling practices build on prescriptivist guidelines informed by descriptivist principles, introducing space between this traditional binary and suggesting that these views are not as insurmountably at odds as they are often theorized. This presentations draws on Cameron’s concept of verbal hygiene and Milroy and Milroy’s theorizing about standardization to examine the fanfiction community of practice (Eckert and McConnell-Ginet) as a space that provokes new reflection about the relationship between prescriptivism and descriptivism.
Two literature and two creative writing graduate students who are all fledgling composition instructors will explore the potential pitfalls and promises that attend pedagogies which embrace the multimodal composition classroom. From the creation of a mobile classroom by crowdsourcing student tech, to embracing the AI future in a way that builds adaptable new thinking frameworks, to the use of satellite geolocation and geomapping tools, and emphasizing the balance of both physical space and technology concerning student composition.
Gotta Watch ‘Em All: Privacy, Big Data, and Social Media in Augmented Reality Games | Stephanie Vie: Games like Pokemon Go present several compelling quandaries for scholars interested in surveillance, social media, and game play. This presentation explores the role of surveillance and privacy in social gaming spaces by examining Pokemon Go as a case study of augmented reality games that bring together big data, surveillance, and social networks.
Game Design in FYC: Spaces of Embodiment and Storytelling | Nina Feng: World-making comes in many forms; this presentation will discuss a pilot study of a “gamified” first-year composition class. Jenkins (2004) advocates thinking about game designers as “narrative architects,” rather than storytellers—this course is focused on students’ narrative comprehension, as opposed to adopting the game designer’s (storyteller’s) intent.
This panel traces the steps taken and the hurdles encountered by three former and current FYC coordinators on the way toward developing an FYC composition program at a regional state university that can adequately engage and challenge its students, and prepare them for digital rhetoric and composition practices in their college careers and beyond. By creating context for our current program, and sharing the successes and failures of our attempts to develop a more tech-accessible FYC program, we hope to reiterate the necessity for conversation about technological access and focus on digital literacies, and reach out to offer, and request, assistance to/from those in similar programmatic situations.
The 2005 NCTE “Position Statement on Multimodal Literacies” indicates that all students should have access to a multimodal education; however, much of the scholarship surrounding multimodal composition discusses how to implement the pedagogy in face-to-face classes without addressing distance students, an ever-growing population. As Blair noted (2015), “Despite the emphasis on the range of new media literacy practices...what we teach in the writing classroom, both hybrid and fully online, has remained unchanged: we teach alphabetic writing.” This presentation responds to this issue by exploring how multimodal composition pedagogy can be reconceived for the online environment to meet students’ various literacy needs.
Saturday, June 3, 2017 - 3:00pm to 4:15pm
Combining ancient rhetorical practices, multimodal resources, and a sense of play and wonder, this mini-workshop will provide writing teachers a practical approach for incorporating archival research, historiography, and multimodality into a first-year writing course.In this mini-workshop, facilitators will walk attendees through this teaching unit while offering examples and tips to transition the content to multiple institutional contexts.
Artificial Intelligent Agents as Professional Communicators | Heidi McKee: In this presentation, I will discuss how artificial intelligent communication agents are changing the networks of communication and the ethics and rhetorics of human-machine relationships and what the implications of these changes for professional communicators and educators.
Wondering About Therapy Robots | Melanie Yergeau: In this talk, I examine the ways in which therapy robots are heralded as techno-cures for disabled people, where robotic companions are proferred as socializing agents for disabled children and elders alike. Rhetorics of helping, access, and friendship are levied as means of making therapy robots seem like a new crip civil right, or a behavioral therapist 2.0. These logics, I argue, assume that disabled people are socially aberrant and require a normative social compass, one that has capacity to surveil and intervene 24-7.
Enabling Inclusive Interface Design: The Emotional Turn in Wearable Technologies | Erin Frost, Michelle Eble, Nikki Caswell: This presentation, situated at the intersection of feminist theory, rhetorics of health and medicine, and technologies, discusses the empirical data collected through health technologies correlated to experiential data along with the implications of these interfaces for the bodies that wear and interact with these technologies.
The refrain in Computers and Writing has been the same since the 1980s: Why are we doing this in a writing class? Over the years, the pronoun this has referred to various technologies: from Hugh Burns’ programmed Heuristics, to digital conversation on Local Area Networks, HTML code and web design, to content management systems and programming, to 3D printing and game design. The field attracts some students with shiny new technologies while others resist, hearkening to back-to-basics. Each transition in technology, from Mac vs. PC debates to programming vs. templates, seems to return to what Umberto Eco labeled religious iconography in dichotomy. Instead of asserting bifurcation and forcing false choice among complementary, emergent technologies, we propose to focus discussion on perennial challenges to innovation, posed by students and other stakeholders: Why study games in writing class? How does 3D printing teach literacy? The session offers support for creative collectives, community building for progressive instruction, while meeting institutional expectations.
As a research group, we are developing a TWINE game (an interactive narrative-based platform) for instructors that focuses on how instructors use games in the classroom. This game would showcase various ways we approach using games in the classroom. This panel discussion is a preview of the conversations we are engaged in about how we handle access to games in our various classrooms, how the students’ technological literacy affects our instruction, how the additional mediation of games in the classrooms direct the modality of our assignments, and how the affordances we have gained or lost evolve our lesson planning. Our panel will also reflect on the process of writing a hypertextual twine game, and about using games to teach writing and communication. Each presenter will tackle the challenges and pedagogical choices that come with teaching writing and games and offer how their pedagogical perspective will add to the scholarly game we will produce.
A New Window: Transparent Immediacy and the Online Writing Center | Anna Worm: In this presentation, I argue that calling attention to the tutoring interface and to the multimodal dimensions of the online writing center tutoring session can be a strategic way to engage students in metacognitive thinking about their writing processes, about their composing tools, and about their social environments.
Journaling with OneNote in Online Writing Classes | Jason McIntosh: Writers' journals provide rich spaces for writers to explore, experiment with, and revise writing away from the high-stakes pressures of the rough draft. This presentation will examine methods of teaching Microsoft's OneNote as a digital version of the print-form journal, specifically how OneNote supports the wondering and reflecting about writing that are fundamental to journaling practices.
Online Scientific Storytelling: A Taxonomy of Narratives from Award-Winning Museum Websites | Karen Lunsford: In this study, I analyze a corpus of 40 award-winning websites that accompany science museum exhibits. I describe a full taxonomy of the different scientific narratives that are employed to convey science information to the public, a taxonomy useful for science communication courses and for future studies.
This roundtable responds to Jeff Grabill’s 2016 call for good robots by offering up our successes and pitfalls with open-source learning technologies as a case study for how open-source can fulfill the needs Grabill identified. While we neither see open source as a panacea nor as a simple solution, Iowa State’s ISUComm Foundation Communication program has enjoyed success with open source technologies for the past decade or so. Each panelist will discuss his or her experiences with developing these platforms, including achieving buy-in from faculty and other stakeholders, addressing users’ needs and concerns, and overcoming technical and logistical obstacles. The primary technologies employed by ISUComm are Moodle and WordPress; both platforms are popular and continually developed by their respective open source communities. While we have witnessed flaws with using open source software, the benefits of open source outweigh the potentially negative consequences of Grabill’s “bad robots” in our estimation.
“A Happening is an experience that privileges the present. It is non-repeatable: one has to be there to understand it” (Davis and Shadle 34). Be sure to attend this session so that you don’t miss this opportunity to participate in composition as a Happening.
#Bossbabe: Rhetorics of Female Empowerment in Direct Sales Communities on Social Media| Katherine DeLuca: Building upon scholarship on women’s rhetorical experiences in online communities, this presentation explores how direct sales communities on social media spaces use rhetorics of feminist empowerment to entice and engage consumers. Examining the use of hashtags, memes, and interpersonal interactions in sales communities for LuLaRoe, a direct-to-consumer clothing company, this presentation traces how feminist themes are used to develop communities based primarily in sales, enabled by digital media communications.
Transnational Perspectives on Social Media: Access, Multiliteracies, and Identity | Wei Cen: International students studying at American universities have their own transnational perspectives on social media due to their geographically, culturally, and linguistically diverse backgrounds. Based on a research project that investigates international students’ digital literacy practices, this presentation discusses how access to social media can be influenced by politics and religions, how international students develop multiliteracies through the use of social media, and how international students shape their identities in the digital space.
By blending virtual, augmented, and material realities, spaces of wonder are established and supported through contemporary digital peripherals (virtual reality headsets, augmented reality glasses, physical and terministic screens, etc.), social media networks, and a variety of multimodal compositions. Each panelist will focus their attention on a different digital and/or material space in which wonder is substantiated and explored. But, as with any space, digital, material, or otherwise, the affordances presuppose the limitations.
Acknowledging our biases in the composition classroom | Samuel Harvey: This presentation discusses the neurotypical and non-disabled bias in the composition classroom. It then begins to find ways of confronting and challenging these biases, ultimately discussing the power multimodal compositions give to muted subaltern groups.
Digital Literacy as a Precondition for Wonder: Measuring Student Self-Efficacy, Access, and Learning Preferences | Sohui Lee, Colleen Harris-Keith: This presentation offers a collaboration between a small state university’s library and multiliteracy center to measure the digital literacy of its students, a third of whom are first-generation. In addition to sharing how first-gen students at our university view their digital self-efficacy and prefer to learn when entering university, we hope to generate fruitful discussions on whether and how writing administrators shape multimodal curriculum and programming to support first gen students.
Multimodal Assessment in Action: Wonder and Wondering | Kathleen Baldwin: This session presents my analysis of the “think-aloud” portion of interviews conducted with seven leading teacher-scholars from K-16 institutions in which they assess a student text composed in response to a multimodal assignment used in their teaching. I argue the think-alouds further illustrate what the multimodal assessment scholarship suggests: that one must attend to the situated composing processes of individual writers in order to make the evaluation criteria meaningful.
This presentation investigates how “boundaries are perpetually redrawn by techne” in both digital and physical spaces (Atwill 48). Instead of viewing gaps as holes which need to be filled, this panel wonders how, through a pedagogical framework, those gaps can be interpreted as techne, giving the gaps the ability to become art themselves. We use theories of audio/visual, procedural, and technological rhetoric to identify the spaces where techne has potential to exist.
Over the years, composition teachers have utilized technologies such as audio recorders and video cameras (not to mention pen and paper) and computer text to give feedback on student papers. Responding to student work is one of the key things that instructors do in order to facilitate their thinking process, their writing product, and their sense of self and well-being as a student in the class. One encouraging shift that we have seen recently is moving the technology from the teacher's hands to the students hands, making them the perpetrators of and stewards over their own teacher-student-content interactions.
For this panel, three instructors of composition provide examples which involve risk. In these courses, students utilize technology to attain more control of the work of the classroom
Saturday, June 3, 2017 - 4:30pm to 5:45pm
In this mini-workshop, participants will be asked to “wonder” about our field’s ideas of digital scholarship by taking part in a focused revision of the Sweetland Digital Rhetoric Collaborative (DRC) wiki. We see the value of resources such as blogs and wikis for classrooms and in our research, and we invite workshop participants to consider how authorship in these spaces “counts” as scholarship. First, we discuss DRC resources and projects, reflect on how one might contribute to the DRC, and ask the guiding question of how these contributions “count” as scholarship. Then we introduce participants to the DRC wiki, showing them how to access the wiki and how to add content and make revisions. For the majority of our time, then, participants will collaborate on entries about non-traditional scholarship in the key texts section of the DRC wiki. To conclude the session, we will facilitate discussion to reflect on our activity, as well as to reflect on how work with online resources like the DRC can be viewed and presented as scholarly work. We invite participants to continue this discussion beyond the conference by submitting reflective blog posts to the DRC.
In this participatory panel, we plan to briefly discuss the ways in which tattooing is a technology before we invite participants to consider technologies and embodiment, and, also, to share and discuss technology-related tattoos they have. What we hope to develop through this participatory panel is a set of questions that merit further exploration, and we hope to then invite interested panel participants to work with us after the conference on a webtext on issues of technologies of/and tattoos.
Composing in multiple modalities can be daunting for any and all students, but the task is especially so for students enrolled in Basic Writing courses. This panel will examine the layers of assignment design and the complex reading and composing skills that are frequently misunderstood by inexperienced writers, particularly when digital and multimodal elements are required. Drawing on our collective years of experience working with underprepared students at community colleges and BA-granting universities, we will demonstrate how and why multimodal pedagogies should be adapted for Basic Writing contexts.
The concepts of “post-truth” and “fake news” have surfaced as the key terms of 2016. Yet these categories represent a rich ecology of new media techne that have existed within social platforms for several years now. In 2013, Zeynep Tufekci introduced the power of microcelebrities to drive online activism. One year later, GamerGate would arrive to introduce the capacity for these microcelebrities via Twitter, YouTube, Reddit, and message boards to shape knowledge-making practices as a direct counter to established news sites--and as a means of attacking the credibility of establishment and “real news” knowledge work (Mortensen, 2016). Our panelists take a deep look at the craft that informs this type of activism and knowledge work, both as networked activity and a new, rising techne. The panelists then explain how the these activities connect to the craft of the Alt Right and other “post-truth” agents.
Developing Strategies for Creativity Literacy: Cultivating Multimodal Composition Spaces of Wonder | Sohui Lee, Russell Carpenter: The presenters argue that teaching for creativity and creativity literacy is crucial for encouraging student “wondering” and engagement with low and high-tech multimodal assignments in classroom and multiliteracy center spaces. In this presentation, we discuss an experimental, modular textbook project that explores the ways creativity literacy may be cultivated among student composers. This presentation will ask for audiences share in how they connect creativity, design, and rhetoric in their own curriculum or teaching and learning practices, including those designed for tutor development.
Memes as Global Texts | Cynthia Davidson: Rosaria Conté (2000) argues that memes are spread by actors, not some biological imperative or mindless mechanical transmission. Designing assignments that ask students to treat the memes as multimodal texts with global impact may be an effective way to counter the flattening effects of globalization that affect critical thinking and communication. Drawing from theory in multimodal rhetoric and media studies, I'll examine several memes as global texts and a range of assignments that instructors can engage.
Games as Ideological Teaching Tools: Environmentalism and Shigesato Itoi's "Mother 3" | James Vnuk: Using James Paul Gee’s theory concerning video games as learning tools, I argue that games can function as ideological teaching devices by using their unique set of multimodal and interactive qualities, creating emotional responses and investment as players perform ideology. My intention is to demonstrate how this understanding of games as teaching tools can be applied as critical analysis of games as texts in examples like Mother 3, and work toward developing a theoretical model for analyzing other works.
While digital methodologies for the production, publication, and circulation of research are increasingly becoming mainstream in English studies, especially among digital rhetoric and humanities practitioners (Grabill & Pigg, 2012; McKee & Devoss, 2007; Nickoson & Sheridan, 2012), such methods are not always rendered transparent in ways that allow us to “show our work.” In an effort to share and create transparent spaces around discussions of digital methods, Kairos PraxisWiki published a special year-long theme on "Investigating Digital Methods in Humanities Research" throughout 2016. This Roundtable presentation brings together editors and select authors whose work was featured in this effort for a broader discussion and presentation of digital methodologies, and their influence on emerging research. Discussions will include the use of Blackboard CMS for large-scale data collection and programmatic review, Transcribe.Wreally for transcriptions of interview audio, body-worn digital video camera for the study of gestural rhetoric and meaning-making, and Twitter Capture and Analysis Toolset to format archives for data visualizations in Gephi.
Recent work in computers and writing has focused on a number of philosophies and practices for assessing digital writing and for digitally assessing writing (McKee & DeVoss 2013; Neal, 2011; Penrod, 2005; Sorapure, 2004). Yet questions remain about the ethics, methods, and practice of leveraging technologies in the writing classroom. In this panel, the speakers will discuss some of the questions that lie at the intersection of digital technologies and writing assessment.
Teaching from the Temperamental Margins: Personality Types, Social Media Articles, and a Multimodal Approach | Shane Combs: This presentation offers a case study of teacher-researcher in using multimodal work—namely social media style articles on personality type—to challenge students’ notions of themselves, of the relational, and of what qualifies as affective/effective written work.
Reflexive Pedagogy: Shared Risk-Taking in the Classroom | Oriana Gilson: Advocating for reflexive and democratic digital pedagogies that invite students and instructors to challenge and complement each other as they engage in shared risk-taking, this presentation considers how dominant assumptions of students’ digital prowess, alongside traditionally understood roles of teachers and students, can be reframed to encourage digital exploration and engagement within the classroom. Drawing both on personal experience and scholarship, this presentation considers the shaping of composing identities centered on flexibility and critical engagement.
The Role of Chronos in Digital Rhetoric and Pedagogy| John Gallagher: This presentation examines of the role of time, in terms of chronos, for writing on the World Wide Web. It argues that clock time and algorithmic time are useful for digital rhetoric pedagogies. I provide an assignment I used in my upper-level English class that encourages a quantitative approach to publishing on the Web using chronos-time models.
This panel examines approaches to creating place-based communities online. Much new media scholarship focuses on devices used to engage online (Farman, 2012) over considering how online communities become networked media spaces (Chamberlain, 2009). Spaces, real or digital, are understood to be “produced through use” and interactions that “dramatically change the essential character of space” (Farman, 2012). Although certainly significant to our discussion, this panel temporarily sets aside considerations of individual digital mediaries, or the impact social media platforms have on individual or collective identity. Instead, we focus on how digital technologies can be structured to parallel embodied and emplaced physical and social actions while online (Nieuwdorp, 2005).
Arranging and Re-Arranging: Fashioning Mood Boards and their Affective Dimension | Christina Rowell: This presentation reports on a semester-long study of the composing processes of fashion design students, with a specific focus on arrangement and delivery in mood boards. The research aims to understand how arrangement and delivery manifest in the mood boards, how those canons inform the composing process, and how fashion designers endeavor to convey or provoke emotions through their mood boards.
“Clothes Encounters:” Fashion as Meaning-Making in FYC | Rachel McCabe: This presentation explores the ways in which fashion can be utilized as a tool for analysis in the composition classroom. While the complexities of fashion were explored by Barthes in 1967, the full spectrum of generic conventions and assumptions have come to fruition over the twentieth and twenty-first centuries. Scholars have identified the communicative and political dimensions of fashion, but I am interested in utilizing fashion as a text for student development.
Between fear and astonishment: The rhetorics of wearables and privacy | Jason Tham: In an age of pervasive technology––where public, private, and hybrid information are increasingly blurred––how might digital rhetoric inform our administrative and pedagogical practices involving student data in and outside the classroom? This presentation seeks to address the rhetorics of pervasiveness, control, and digital discrimination in a time of wearable technology.
Discussing music, noise, and power, Jacques Attali asserts, “There is no power without the control of noise and without a code for analyzing, marking, restricting, training, repressing, and channeling sound, be it the sound of language, of the body, of tools, of objects, or of relationships with others and with oneself” (x). Exploring this claim, these three presentations consider the persuasive functions of techne in disciplines and communities from three distinct but overlapping perspectives. Speaker 1 offers a sonic text populated with traditionally discarded vocalizations to examine missed meaning and propose feminist editing practices; Speaker 2 uses sonic and body rhetorics to demonstrate how communities shape and sort themselves through singing practices; and Speaker 3 interrogates power structures that govern sonic environments through the control of noise. By examining the intentional, rhetorical crafting of sound in both physical and digital spaces, this immersive and interactive panel wonders aloud about the control and manipulation of sound at the intersection of craft, art, and discipline, exploring the exclusion, alignment, and regulation of voices and objects across class and culture.
Techne and Metis: Embodied Wonder(ing) in Digital Multimodal Spaces | Kyllikki Rytov: I’d like to explore the notion that techne and metis are intertwined such that digital multimodal spaces can be usefully construed as opportunities for wondering and wonder. Thus, it’s important to consider how we might understand the role of metis in relation to techne and how foregrounding that for students who are composing digitally could help them wonder (in terms of student interest) in these spaces of wondering (in terms of student reflection).
Writing with Robots and Other Curiosities of The Age of Machine Rhetorics | Bill Hart-Davidson: In this presentation, a designer and builder of machine-learning writing robots raises questions about the ethical boundaries for rhetorical education, for both humans and machines. Seeing these technologies up close and at work is essential for moving beyond discussion of machine-scoring to a more fullsome discussion of artificial and automated writing technologies.
Restoring Exploration to Invention: Database, Digital Ecologies and Relational Meaning-Making | Trinity Overmyer: The project centers on a SQL database created for the purpose of invention, in order to look at how sense-making, with and through complex digital ecologies, can operate as spaces of wonder. The presentation explores what the relational nature of a SQL database can teach us about how to restore uncertainty and a sense of exploration to the meaning-making process.
Sunday, June 4, 2017 - 7:00am to 9:00am
Walk Leader: TBA
If you are looking for a quick and convenient escape into nature, Litzenberg Memorial Woods Park is located approximately eight miles from University of Findlay’s Main Campus and the Conference Center.
The park offers several relaxing picturesque nature trails and this hike will offer a chance to experience the .5 mile loop, other trails are also available (.6 mile maximum). All trails are appropriate for hikers of all levels of experience and expertise, are predominantly flat, and are covered in gravel or woodchips.
NOTE: This workshop and travel time conflicts with the Mazza Museum
Sunday, June 4, 2017 - 8:00am to 10:00am
(limited to 30 participants - Sign up at registration)
Presenter: Daniel Chudzinski
Meet Mazza Museum Curator Dan Chudzinski as he takes you on a tour of the museum most visitors do not get to experience. Learn more about the Mazza’s database and cataloging practices, as well as engage in a discussion on the creation of site-specific installations and public artworks as a means of immersing viewers in the fantasy of a narrative.
The Mazza Museum on the University of Findlay’s campus is the home of one of the world’s largest collections of original children’s book illustrations. What began with four original pieces in 1982 rapidly grew to over 10,000 works of wonder and imagination, representing a wide variety of media and artistic styles, that take turns to amaze, educate, and entertain audiences from the local to the international children’s literature communities.
NOTE: This workshop and travel time conflicts with I Sessions and Litzenberg Walk
Sunday, June 4, 2017 - 9:00am to 10:15am
How do we get first-year students to move beyond the academic essay and experiment with digital writing for audiences other than the teacher? How might games complicate or clarify the intersections between virtual and real in composition classes with outside audiences? How can students write for “real” audiences and still operate within the classroom “playground” in which experimentation is encouraged and failure is embraced as experience? How can we use the internet to get our students to collaborate with students from other states, other countries? How do we as writing teachers create open, meaningful assignments that get students to do public work while operating within the limits of a First Year Writing (FYW) curriculum?
This session will open with a brief foundation of pedagogical theory as it applies to bringing outside influences into the classroom space. Our panelists will share some of the multi-modal assignments they’ve used with their FYW students and the invite their audience to join the discussion as we grapple with these issues. Our audience will be both on-site and virtual — by means of a hashtag that will be publicized in advance on an open-access online journal.
This panel explores how students, scholars, and communities use/invoke queer techne, queer making, and queer doing through DIY and digital work, focusing on zines, video/documentary, and comics. Presenter 1 examines the queer(ed) composing processes and practices of DIY, handcrafted zines, made for digital spaces. Presenter 2 describes the queer critical research practices of The Gender Project through queer techne. Presenter 3 wonders how students, in crafting queer comics and zines, engage a critical queer techne, or (re)present, (un)make, and (un)know queerness through multimodal means. Together, we offer notions of queer techne that enrich our field’s understandings of digital scholarship, research, and pedagogy.
In this panel presentation, three speakers address how digital identities are extensions of the body, not escapes. We explore the different ways we have each used bodies as a framework for developing and assigning multimodal texts in our writing classes as well as the critical awareness that surrounds this work for us and our students. First, we establish a framework that considers how bodies function in the process of digital multimodal composition as active participants in the role of composer as well as potential contributing elements to the composition as a whole. Then we specifically discuss our uses of Twitter and personal websites to transgress bodily identities.
In this mini-workshop, users will have a chance to install required software using a package manager and practice with basic functionality, preparing them to implement encryption on their own.
Today more than ever, we must take an active role in defending our privacy online to protect our identity and freedom or risk losing the wonder of these spaces. In my proposed hands-on workshop based on my involvement with a student cybersecurity group, I will provide background on digital surveillance and offer participants an opportunity to explore options to protect themselves online and reclaim their digital spaces, voices, and identities. We will cover the basics of public-key cryptography theory and the importance of encryption to the potential of online spaces.
This roundtable discusses how usability testing and user-centered design (UCD) are becoming more pervasive tools and topics in multimodal education. The panelists examine ways in which university instructors can employ usability testing and UCD to teach their students, who are emerging communicators, to inspire wonder in their audiences.
ePortfolios present an excellent opportunity for students to reflect on their learning experiences and to develop the metacognitive abilities necessary for real learning to take place in the communication classroom. In this panel, we take a closer look at the specific language used in students’ reflections as written in their ISUComm ePortfolio end-of-semester projects.
Re-Connecting Social Media and FYC: Transfer and Digital Writing | Ryan P. Shepherd: This presentation analyzes interviews with 8 students at the beginning of their first-year composition class and one year later. Among the findings are that these students see less of a connection between FYC and social media after completing their classes. The presentation will provide some explanation for why that might be using learning transfer research and will provide some suggestions and sample assignments to help re-forge that connection in FYC classes.
Wandering and “Wonder”-ing As Pedagogical Strategy: Using social media as spaces for reflection and connection | Catherine Braun: This presentation will describe the use of a “digital participation portfolio” and reflective audio composing assignment in an upper-division literacy studies class. I will show examples of students’ work to reveal their engagement with course materials, to trace the development of their critical thinking about the concept of literacy, and to demonstrate their increasing rhetorical savvy with each platform (Twitter, Instagram, Storify, and WordPress).
A Pedagogy of Sociality: Building a More Nuanced Understanding of Social Media’s Role in First-Year Composition | David Coad: Recognizing the significant shift taking place in digital writing research towards social media (Vie, 2008; Kimme Hea 2014; Vie & Walls, 2015), but the relative lack of empirical research on its role in first-year composition (FYC), this talk reveals the most important and relevant findings from a national questionnaire and three in-depth case studies of FYC instructors and students who use social media to teach and learn composition.
Drawing from The NCTE Definition of 21st Century Literacies (2013), “Active, successful participants in this 21st century global society must be able to...create, critique, analyze, and evaluate multimedia texts.” To best prepare students for the 21st-century landscape, composition instructors must create spaces for rhetorical wondering as students consider the impact and effectiveness of multimodal texts. This panel outlines innovative ways to use digital measures for assessment—at the course and curriculum levels—that privileges student-centered approaches for creating and analyzing digital texts and ePortfolios.
Online Activism: Visualizing Communities and Connections | Tracey Hayes: This presentation will discuss a social network analysis of tweets within the #MyNYPD protest, a public protest against police brutality and abuse of power that occurred via Twitter. This analysis visualizes the connections and communities formed within the #MyNYPD protest. Through examining the most proficient tweeters, either by the number of tweets or the number of retweets their tweets garnered, the connections between different players and their roles within the protest are discovered.
Writing into the social imaginary: The protester in two scenes | Joseph Cirio: This presentation situates the current interests in digitally-mediated writing of 21st century social movements by grounding such writing historically in preceding protests that employed “old media” to facilitate their movement(s). This presentation looks at two parallel scenes of protests. I draw upon a framework of social imaginary (Taylor, Warner) to articulate the tie between these two movements.
Herpblr = Tumblr + Herpes: Social Media as Medical Resource for Living with an STI | Gina Kruschek: The focus of this presentation is on the co-opting of the social media site Tumblr for by existing the purposes of providing emotional support and medical advice to individuals recently diagnosed with Herpes Simplex Virus I or II (HSV-I/HSV-II). This presenter argues that the stigma of an STI diagnosis disrupts communication between healthcare providers and their patients, thereby creating an exigence for the creation of “Herpblr.”
This panel examines the intersections of digital spaces, marginalized identities, and multimodal technologies. By assessing how digital spaces interact with marginalized identities and voices, the presenters create a better understanding of the awe and wonder experienced by users while wandering and taking journeys through communities and multimodal spaces. As an audience explores videogames, virtual organizing communities, or websites with first-person narratives, that audience must interact not only with the subject material, but also with themselves through the examination of identity, culture, and narrative, creating a wandering of the mind.
‘Not all those who wander are lost’: Learning through failure in digital composing | Ashanka Kumari, Erin Kathleen Bahl: In this presentation, we reflect on an experience of collaborative wondering at the 2016 Digital Media and Composition (DMAC) Institute to consider the significance of failure in creating digital projects. Faced with the challenge of adding closed captioning to a Concept in 60 video, we engaged in a trial-and-error internet tutorial search to unsuccessfully stumble our way through MovieCaptioner, QuickTime Pro, and YouTube. Finally, we discovered and learned how to use a (new-to-us) tool called Handbrake that offered us an open-source method for creating closed-captioned videos.
Creating Conditions for Wonder and Innovation: How Location is Changing the Future of Online Writing Instruction | Casey McArdle: This presentation focuses on a case study that examines how the physical location of students can impact their success in online courses. The findings suggest a new approach is needed towards distance education as the farther a student is from where the course is offered, the less successful the student. Rethinking the connections between location, usability, and accessibility is required to move Online Writing Instruction into more successful spaces for students and teachers.
"Better than a superpower": Coding Literacy Magic and Myth | Brandee Easter: In a video for Code.org, model Karlie Kloss discusses coding as “better than a superpower.” Wendy Chun has explored how code as logos conjures up power for the programmer, who “magically transforms words into things” (19). This rhetoric of magic positions coding as an exclusive and innate ability. By analyzing digital literacy nonprofits and educational coding games, I explore the ways that magic presents programming as a desirable, yet inaccessible, skill. Ultimately, I argue that a rhetoric of magic perpetuates a digital literacy myth and further distances would-be coders.
Sunday, June 4, 2017 - 10:30am to 12:00pm
The 2016 U.S. Presidential election was a schadenfreude-filled media spectacle in which many engaged in online spaces that served to amplify cultural anxieties and biases. The speakers on this Town Hall panel examine cases of political participation online with a special focus on sexism and sexual violence. The panelists raise complex questions about how Twitter another online platforms shape civic engagement and ethical concerns of researchers in social media spaces.
“‘I’m With Her’: Strategies Used to Combat Sexism Found within Live Tweets of the 2016 U.S. Presidential Debates,” Melissa Ames
“Analyzing Rape Memes from the 2016 Election,” Rachael Sullivan
“On the Ethics, Methods, and Publication of Publicly Private #notokay Election Tweet,” Bill Wolff
“From Helpful to Hindering: Assessing the Digital Writing Strategies of #NotMyPresident,” Kristi McDuffie
“‘Maybe she can be a feminist and still claim her own opinions?,’ or: How I learned to stop worrying because I accidentally counter-trolled,” Vyshali Manivannan