C&W 2018 Schedule
Thursday, May 24, 2018 - 9:00am to 12:00pm
This workshop features several models to involve academic courses with local nonprofits and community-based organizations via digital projects. Workshop participants are guided through the process of designing and developing their own project or assignment that responds to community-identified needs.
Following in the footsteps of past community spaces such as the Technorhetoric Bar and Grill on MediaMOO and Haynes and Holmevik’s LinguaMOO, this workshop will focus on creating PhronesisMOO, a new multi-user domain (MUD) to be released to the C&W community.
Using the free, open-source Blender Game Engine, participants will alter the default mechanics of simple arcade and maze games into an explicitly rhetorical digital artifact in order to examine the pedagogically useful ways this exercise can provide students with rhetorical mindfulness.
This workshop explores the relationship between multimodal, digital assignments and teaching for transfer. Participants are asked to come prepared with a current or potential multimodal assignment that they will work with to collaboratively (re)envision assignments to incorporate transfer-facilitating practices.
By composing complex 3D (analog) object-texts, participants can re-frame the tendency in the field to associate multimodality with digital media or visual-verbal 2D object-texts. By doing so, participants challenge the assumption that these 3D object-texts are arhetorical or purely expressive instead of valuable scholarly, academic artefacts.
Thursday, May 24, 2018 - 1:00pm to 4:00pm
Participants will work with augmented reality (AR) software (Aurasma) to create site-specific multimedia compositions. Participants should bring an iOS or Android phone or connected device and should plan to download the Aurasma AR app beforehand.
Workshop leaders explore the role that user-experience (UX) research centers can play in a university setting. Participants discuss the practicalities of developing UX research centers on campus in order to promote relationships between these centers and universities, communities, and industries.
Participants receive hands-on experience with Adobe Spark and Behance, learning how to use these creative tools to transform their composition courses into unique invention-based learning experiences.
Participants learn techniques for crafting nonlinear experiences using Twine, a beginner-friendly platform for creating interative narrative games with an emphasis on translating design patterns into play. Participants are encouraged to bring a Mac or PC to complete their designs.
Through playing examples of interactive fiction games and then learning how to use the tools to make them, participants create a basic interactive work, learning strategies for incorporating interactive fiction in assignments and curriculum for their own courses and writing programs.
Thursday, May 24, 2018 - 5:00pm to 7:00pm
Enjoy hors d’ouvres and libations along with a showcase of projects developed at the first KairosCamp (summer 2017).
Douglas Eyman, Showcase Chair
Erin Kathleen Bahl, Refracting Webtexts: Invention and Design in Composing Multimodal Scholarship
Chen Chen, #FOMO: Visualizing Disciplinary Lore on WPA-L
Patricia Fancher, Practice and Progress: Visualizing Com-munity in America’s Early Female Physicians
David Hochfelder, 40 Blocks, Thousands of Stories: Digi-tally Narrating Urban Renewal
Jen Justice & Wendi Sierra, Designing Scholarship: GradLife the RPG
Ben McCorkle & Jason Palmeri, Teaching with Television in English Journal Archives
Will Penman, Siri’s Identity: How People on the Margins Use Parody YouTube Videos to Make Themselves Repre-sented in AI
Mary P. Sheridan, Making Future Matters
Sarah Welsh, Delete this Article: Screenshots, Archives, and Digital Forgetting
Friday, May 25, 2018 - 9:00am to 10:15am
Academic essays no longer must contain only printed text. Instead, a variety of digital media may be used to create meaning. This mini-workshop is for instructors who want to contemporize their college classroom instruction using computer technology but don’t know how or where to begin. It focuses on implementing a multimodal assignment for those new to multimodality. In order to help others who self-identify as only semi-computer savvy, this multi-genre/multimodal assignment can be implemented successfully by both new and seasoned instructors. The variety of genres provided makes it fun and plausible for other disciplines as well. An outline scaffolds the assignment from its introduction to conclusion. A discussion on assessment coupled with a suggested rubric helps instructors align the assignment with their objectives and learning outcomes. It is a gateway to contemporize the teaching of composition as well as broadening literacy pedagogies in other disciplines.
This panel considers what it means to teach and learning methodology as a practice of phronesis. We invite the audience to consider what it means to learn embodied practices of qualitative research at the graduate level--to anticipate what it will be like to do this kind of person-based work in advance of doing it. Our reflections on teaching and learning methodology emerge from two places: 1) as researchers at different moments in our careers (one grad student in the process of writing a dissertation, one post-dissertation, and one senior faculty person), we are a in position to consider our (various) expectations, needs, and practices as they have developed over time; and 2) as collaborators in the development and delivery of a graduate research methodology course, we have had opportunities to triangulate and reflect on our observations of the operations and affordances of that shared learning experience.
This panel focuses on our Computers and Writing community's efforts to recover, reconstruct, and re-vision the online archive of its thirty-five years of historical artifacts, formerly collected on computersandwriting.org and in the Computers and Writing Memorabila Project. We will briefly describe the digital files and artifacts from the former sites, detail what has been recovered, and ask for feedback and suggestions for reconstructing the online archive. To help us consider and plan for the needs of future researchers, we'll also hear from two researchers who will tap into the reconstructed archive for their historical project on recent developments in the computers and writing field.
This panel takes as its focus the emerging field of professional writing pedagogy, including meditations on scaffolding learning, teaching ethics, and community building in digital spaces. Our exploration of a phronesis-based pedagogy asks educators—especially those teaching composition in and for digital spaces—to help students develop and ethically apply “street smarts” as they work through specific types of projects in professional writing. Each speaker takes a specific verb as his/her focus, beginning with “research,” moving through “play” and “transfer,” and ending with “create.” All of these verbs have long been staples of Michigan State University’s professional writing curriculum, and here we investigate how teacherly attention to these actions can help undergraduates transition from students to professionals in ways that reflect an ethical, research-oriented bent.
Teachers commonly struggle to bring fresh strategies to important topics and essential practices that students frequently resist or dismiss as too boring, difficult, or controversial. However, when instructors stumble upon ideas "so crazy they just might work," students and teachers alike can experience unexpected gains that more traditional, accepted practices fail to yield. This panel explores three instances in which teachers applied gamification, creative non-fiction, and comics respectively to challenging undergraduate content with positive results. Each presenter demonstrates the principles of phronesis in different ways, but all describe how reflective revision of their courses effectively connect content to experience, allowing students to engage with the material in new and meaningful ways. Attendees can expect to gain a deeper understanding of both theory and practice when playfully approaching serious topics like business writing, science writing, and feminism.
Emoji’s Effect on Digital Communication - Alexa Olah, Monmouth University, Brittany Cote, Monmouth University, Sarah Baker, Monmouth University
The increasing use of emojis, or small digital images used alongside or in place of text suggests that people are connecting to these images more personally than they are connecting with words alone. The panelists examine millennials’ use of emojis and emojis’ connection to millennials’ unique childhoods, the similarity and representation of human facial features and expressions in emoji, and the role of visual communication, including emoji, infographics, concept maps, and infodoodles, in digital communication.
What began as an intimate digital space for colleagues to share the day-to-day experiences of being in a PhD program quickly became a multi-institutional mentoring network of over 30 early career scholars who began their doctoral studies in 2015. This roundtable reports and reflects on the horizontal mentoring experiences of participants in a PhD-student led Facebook group. The results of a content analysis of group posts that yield insights into the crowdsourcing practices, mentoring needs, networking opportunities, and knowledge (disciplinary, technological, pedagogical, interpersonal) circulation of participants during the first three years of their PhD programs guide this conversation. Additionally, presenters will critically consider the importance of digital mentoring spaces created for graduate students by graduate students. Overall, this roundtable ruminates on the concepts of support, rhetorical listening, and horizontal mentoring to offer insight on how a social media group has become a “phronetic space” for knowledge building, pedagogy development, conflict resolution, collaborative composing, resource sharing, and other means of support.
The Association of College and Research Libraries Framework for Information Literacy for Higher Education (2016) re-envisions information literacy as a metaliteracy (see Mackey & Jacobson, 2011) organized around six threshold concepts--the “frames” of the Framework--and further illustrated through knowledge practices (which address how learners can increase their understanding) and dispositions (which address the affective, attitudinal, or valuing dimension of learning). Of the six frames, one is particularly reflective of the importance of incorporating play in the research process. Research as Inquiry affirms the iterative nature of research through “asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry.” Its connected dispositions further situate research in theories and pedagogies of play, highlighting the need for learners to engage in open-ended exploration and engagement with information; disruptive questioning; intellectual curiosity, and embracing of ambiguity. In response, the presenters will discuss the barriers to inquiry and, thus, play, commonly found in undergraduate research assignments; share techniques, strategies, and activities they have found successful (and, sometimes, unsuccessful) in encouraging students to approach the research process through the lens of play(ful inquiry); and invite attendees to share their own experiences “playing” with research.
#metoo: Resistance as a Mode of Attunement
The Risks and Opportunities of #MeToo
It Reeks Like a Boy’s Locker Room: Twitter’s Digital
Aphorisms and Toxic Masculinity
Bryan Jones uses Bakhtin’s concept of the carnivalesque to show how #metoo disrupts dominance through the violation of hierarchies; Caroline Dadas presents interview findings to show how marginalized populations use social media for consciousness-raising; and Rory Lee highlights the ways the tweet makes possible a digital manifestation of toxic masculinity.
Digital Composing (with) Bodies and Emotions: Revisiting ‘Deep Embodiment’
XM: Enacting the QueerOS
Meeting Students Where They Are: Building Personalized Digital Assessment Tools
Andrew Famiglietti & Robin Wharton
Rich Shivener argues for a deeper understanding of the practices and affective dimensions of digital scholarship; Abbie Levesque focuses on the implications of building
a QueerOS in the form of an XML system for qualitative coding; and Andrew Famiglietti and Robin Wharton show-case software they developed to support their writing courses.
Reclaiming My Time: Selfies as Ekphrastic Hope - Bonnie Kyburz
Writing for Mobile View: How Cellphones Encourage Stu-dents to Explore Metacognition and Flexibility - Catherine Forsa
Bonnie Kyburz describes selfies based on Mitchell’s con-cept of “ekphrastic hope” and Catherine Forsa demon-strates how to foster flexibility and metacognition when students compose texts for cellphones’ “mobile view.”
Using Video Games to Teach and Assess Audience and Revision in First-Year Composition
Harnessing Video Game Rhetoric
The Game is Afoot: Learning to Play the Life of the Mind Philip Choong & Sami Atassi
Kenton Howard shows a Composition I module he creat-ed based on the video game Organ Trail, a “retro zombie survival game”; Grayson Sanders explores the possibil-ities of video games as rhetoric, focusing on the “magic circle” of play; and Philip Choong and Sami Atassi de-scribe their use of the social deduction game The Resis-tance in a composition course.
Guided by the claim that “space is always in the process of becoming” (Kitchin & Dodge, 2013, p. 68), this panel explores the reciprocal relationship between identity and research. The speakers in this panel extend the idea of “becoming” to and beyond space, exploring what it means “to be” and “to become” during the process of a research project. Recognizing that practical wisdom is never complete, we find ourselves always in a state of becoming as we progress through, between, and beyond research projects. Each speaker situates this conversation in a discussion of her ongoing dissertation project, where we find ourselves guided by both our formal learning and our embodied experience. Located in our current research on TA preparation, feminist pedagogy, and informal writing spaces, the panelists share learning (and) experiences that shape our habits and values within our personal identities as well as our research, suggesting that personal identity and research cannot be--and should not be--entirely separated. The panel will conclude with a participatory discussion of identity and research as mutually informing praxis.
Black, Weinberg, & Brodwin (2015) report that Universal Design for Learning and Universal Design for Instruction (UDL/UDI) may help reduce learning barriers for students of all abilities, but few examples of UDL/UDI are provided in the literature within higher education, and specifically within the literature of writing pedagogy practices. Brewer, Selfe, and Yergeau (2014) call attention to this gap, challenging writing teachers to establish a culture of access that transforms the work of those in the profession, making accessibility "a defining feature of our composing processes and our professional practices." Responding to frustration that more educators have not incorporated accessible practices into their pedagogy within the composition classroom and within classes that require the use of technology to engage in research and writing, this panel offers three inter-related case studies for creating a culture of accessible learning practices both within and in support of the composition classroom through the formal training and support of instructors in the adoption of UDI in computer-based classrooms at a large southeastern research university.
Friday, May 25, 2018 - 10:30am to 11:45am
This workshop introduces the Continuous Course Lab (CCL) model for integrating humanities research into undergraduate course-work. The model integrates long-form humanities research projects directly into the learning outcome, assessment, and structure of an undergraduate course. As well, each successive course builds on the findings from the previous course. CCL addresses many of the documented problems currently plaguing undergraduate humanities research, particularly those pertaining to learning time and the solitary nature of humanities work. As it addresses these problems, it is particularly well-suited for promoting undergraduate digital humanities research. Workshop participants can expect to engage with the problem spaces CCL addresses, and produce a two-semester CCL framework based on their own research project.
This panel will focus on the pedagogical and practical challenges of teaching and teaching through texts and projects that lean heavily on available technology and the presumed aptitude of "digital natives." While the panel enjoys and employs video games, social media, and multiple-media projects in class, we also look askance at the underlying technological assumptions often made in the composition classroom. In addition to participating in lively discussion, the audience will walk away from this session with suggested readings for further perusal, a list of online and accessible tools and resources, and a number of possible multimedia projects that instructors can use, regardless of the technology available on campus or in their designated classroom space.
From Design Thinking to Design Doing: Phronesis in Maker Pedagogy
Analog Poiesis Meets Digital Phronesis: Crafting Texts that Intentionally Blur the Lines between Digital and Analog
Understanding the Digital Through the Anti-Digital:
Letterpress in Writing Research and Teaching
In this panel, presenters re-evaluate the implications of design “thinking” and how we might theorize an improved, action-driven approach to innovation; discuss the materiality of composing circulation and the crafting of texts that intentionally blur the lines between digital and analog; and report on findings of a study of letterpress users composing practices with implications for research of writing via digital technologies.
Classroom curriculum typically needs defined project stages, clear prompts mapped to grading rubrics, and a single solution approach, most of which is required based on the constraints in the classroom. Consequently, the situational ambiguity is reduced, and opportunities for self-directed learning are lost. In this roundtable, we explore design thinking through gaming as a way to introduce ambiguity by considering the following questions:
How do we define and interpret games design and development processes used in academic settings?
How do we prepare the classroom space to support the design thinking activities through game development?
What are the best ways to introduce the ambiguity required for design thinking through game development in the classroom?
How do we infuse productive failure opportunities as an essential part of design thinking in the classroom?
This panel explores digital production, online learning, and digital writing through an American Indian lens. Through interrogating the coding and design of the video game Thunderbird Strike, the ways one learns a heritage language through digital spaces, and one Ojibwe woman’s attempt to rhetorically intervene in a social media attack on her cultural claims, this panel offers an exploration of why and how cultural and digital rhetoric can, and should, intersect with and infuse our theories, pedagogies, and practices.
This organizational meeting, open to contributing partners, affiliates, and any other interested parties, will include a short presentation on the state of the DALN. This presentation will be followed by solicitation of feedback about building and sustaining the DALN going forward, and it will conclude with an open discussion about collection event strategies, incorporation of the DALN in teaching and scholarship, and other topics.
Thought Processes Behind YouTube and its Composition Methods - Simon Cruz, Monmouth University
Digital Censorship in the Social Media World - FeiFei Ma, University of Maryland, Baltimore County
I Am: Building A Community Through A Multimedia Blog Megan - Cahill-Assenza, Stonybrook University
An effective technique for bringing students into a meaningful discussion of social issues is to invite them to tell their own stories. The act of sharing a narrative serves as a method to make the audience more receptive and make the teller more cognizant of how issues directly relate to them. However, bell hooks notes that “[p]rofessors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive.” This mini-workshop invites participants to explore their own vulnerabilities through the creation of interactive creative nonfiction using the open source tool, Twine. By creating creative nonfiction in a space that allows for nonlinear storytelling, participants will have the opportunity to explore a range of possibilities in situations which often deny agency. The purpose of this mini-workshop is twofold. Participants will get a basic familiarity with the storytelling tool and have the opportunity to express their own identities in a way that has potential for social good.
This roundtable builds on Kirsch and Royster’s (2012) notion that researchers must recognize how our full identities (as researchers, humans, women) shape our understanding of the texts we study. We ask, What happens when a researcher has chosen to research hostile spaces—particularly spaces that are hostile to her own identity/ies? This session engages six speakers with experience researching spaces that are hostile to their identity/ies. It will address our role as woman researchers whose exposure to hostility, violence, and aggression is, essentially, part of our jobs. Each speaker has experience with social media (including violent anti-woman discourses, political campaign imagery, and alt-right narratives); gaming, sexuality, and safety; and/or developing research strategies that include productive action as a key component. Each is prepared to discuss their research, including issues of identity/ies, research method and methodology, practical action, and self-care. Given the increase in academic research on hostile digital spaces, these concerns are more important now than ever before. We will use our roundtable as an open and inclusive space to share the practical wisdom we have gained through our experiences.
The 2016 election and the influence of both foreign powers and nonhuman composers have brought a series of challenges to western democracies and the US in particular. Phrases like “troll farm” and bots have entered into public conscience in new ways as well as becoming an element of Justice Department and FBI investigations. In this exploratory panel, we discuss how (digital rhetoricians/technical communicators) must begin to leverage their knowledge production to understand and help shed light on these issues exploring why we think our field must respond to our current moment and what value we think we can bring through theories and research methods and conversation.
This panel explores different ways that riding and writing interplay to create new ways of composing identities, understandings, and abilities. As digital technologies continue to develop they create new ways of creating meaning. By considering the ways that various technologies impact cycling we can also consider the ways that leisure, sport, health, and embodiment contribute to our ways of being in the world. Accordingly, the various speakers on this panel will address the way that cycling can contribute to our understandings of the way that we have the capacity to write our identities as we ride along. Speakers will discuss ways that digital apparatus can form new ways of writing experiences, ways these experiences can be used to support ethos, ways that we can bridge cycling, education, and the “real world.” Additionally, members of this panel will be participating in Ride2CW.
Pedacodegy: Toward Best Practices for Phronetic Coding Instruction in Postsecondary Education
Remediating Technologies, Remediating Writers: The Many Selves of Code-Writers
Jim Nugent addresses coding in postsecondary education; and Elisa Findlay presents a qualitative study regarding the construction and remediation of the writerly self.
This panel applies the Agile Methodology of “fail fast, fail often” to digital writing classrooms, interrogating the question, how do we make experiences of failure playful and in what ways do we apply playful pedagogies to institutionalize an acceptance of failure as a part of learning? Speaker 1 explores this question in the context of teaching her science communication students to use an ePortfolio platform, arguing that we can leverage the embodied experience of failure to enact game-based pedagogies. Speaker 2 turns our attention to the ways in which teachers experience and respond to their own risk-taking within digital writing classes that require students to engage with communities outside of the classroom. She offers examples of her own experience with “failure” in professional writing and online composition courses. Finally, Speaker 3 examines the disconnect between instructor and student definitions of failure. He shares the results of a qualitative study to show that what’s perceived as failure in the writing classroom can differ greatly even among well-intentioned stakeholders with shared goals. The panel will conclude with a group discussion of the audience’s perspectives on and experiences with risk-taking, effort, and failure associated with digital writing pedagogy.
Hip-hop’s deployment of audio, alphabetic, and visual rhetorical strategies as an embodied composing practice should serve as a model for the radical possibilities of digital writing studies. This panel looks to hip-hop culture to examine the ways that marginalized diverse discourse communities, and a wide array of composing modes can be used as a way of transforming traditional knowledge production. In the spirit of the conference theme, this panel will explore the use of multimodal hip-hop epistemologies and ontologies through gaming, the DJ, and digital protest.
Friday, May 25, 2018 - 2:15pm to 3:30pm
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.
Civic engagement in digital spaces is rich ground for drawing on students' practical wisdom. Whether checking Twitter, consulting Wikipedia, or playing videogames, students possess a savvy understanding of decorum for particular social media platforms. But while digital engagement may be ubiquitous, it's far from uniform (Jenkins et al, 2006; Hargittai, 2008). To combine civic rhetoric and digital phronesis, instructors and their assignments must be highly attuned to the specific nature of the student body they serve.
Our panel explores the intersection of civic engagement and student experience with a look at three different assignments taught at three different institutions. Each panelist discusses the challenges of situating civic rhetoric within a specific digital context. Panelists will also reflect on their unique institutional environment: social media at a private research university, user interface at a flagship state campus, and video games at a two-year residential college.
Practice Pataphysical: Rhetorical Invention and Find/Replace Technologies
Software Libraries as Computational Topoi
Customizable Phronesis: The Making of Writing
Caleb Andrew Milligan
Paul Muhlhauser discusses how pataphysics, or the sci-ence of imaginary solutions, can be used for disruption and invention; Kevin Brock considers software librar-ies-as-topoi; and Caleb Andrew Milligan demonstrates
a project to construct a personalized writing apparatus using Raspberry Pie.
As composition teachers and administrators, we are trained to seek professional applications for every composition tool. But in reality, our personal selves inform our professional selves; so in our own processes, we tend to adapt what’s practical rather than constantly seek out the newest, flashiest software applications. By drawing from our creative lives, whether in writing, design, or music, we highlight our own composition processes in ways that give our students a means to see themselves as composers, not just students of writing. Speaker 1 will show how an instructor can use Microsoft OneNote to teach a wide variety of listening, reading, and writing skills. Speaker 2 will discuss how his creative outlet of playing music contributes to teaching writing principles, including how muscle memory drives endurance in writing, how repetition in playing breeds readability, and how “jamming” with others fosters creative compromise. Speaker 3 will share how his experiences writing screenplays and comic scripts shape his conversations about writing with students, peer tutors, and faculty at his university.
Praise and Blame of Social Media Bots: Rhetorical agency and ethics in the age of algorithms
A Question of Phronesis: Does a Chatbot Talk to Itself?
Robot Writing Teachers: 3 Artifacts
Aaron Geiger discusses bots and rhetorical agency between rhetors and technology; Macia Bost considers theories of digital agents’ agency in the context of definitions set by sociologists Mustafa Emirbayer and Ann Mische; and Jimmy Butts demonstrates several approaches to algorithmic textual generation in the classroom.
Writing and Living in Digital Spaces: A Case Study of
Saudi Females’ Use of Social Media
Feminist Approaches to Digital Phronesis: Fostering Girls’ Digital Literacies at Tech Camp
TechnoFeminist, Citizen, Activist Writer/Designer?
Dànielle Nicole DeVoss
Manea Alharbi presents findings from a case study of Saudi females’ use of social media; Carrie Grant shares findings from a study conducted with a for-profit girls’ technology camp; and Dànielle Nicole DeVoss discusses what a technofeminist, citizen, activist writer/designer might look like from rhetorical theory, design studies, and rhetoric and writing perspectives.
Digital Videos as Required Writing Assignments in College-Level English Courses - Skyler Schack, Monmouth University
Usefulness of Discussion Boards in College Composition Courses - Charlee Helmstetter, Monmouth University
The Digital Humanities and How It Has Integrated Technology and Literature: A Clarification - Anthony Varlese, Monmouth University
Panelists first present a case study arising from an of-the-moment social and environmental justice exigency. After each panelist uses a different methodology/framework to provide a brief analysis of the same case and shares potential pedagogical strategies for bringing the issue into the computer-mediated classroom, panelists and attendees will collaborate to develop proactive approaches that further engage exigent issues in scholarship and pedagogy. Participants will leave with ideas for in-class activities and research projects based on this collaborative and interactive session.
This session, in the style of a roundshop — part roundtable, part workshop — takes its exigence from the co-presenters' second edition of the textbook, Writer/Designer: A Guide to Making Multimodal Projects (Bedford/St. Martin’s, 2018). Presenters will discuss the process of revising the book and engage participants in a mini-workshop.
The speakers in this roundtable consider how their engaged practices of feminist ethics have come up against specific dominant normatives. Privileging the experiences of women of color, they question the embodied relationship they have with their research participants, and offer their methodological approaches for addressing ethical challenges that have surfaced through conducting their research in both digital and non-digital spaces. Collectively, they collaborate to develop newfound strategies and methodologies for negotiating the often mundane, micro-level moments of friction that prevents intersectional phronesis.Overall, this roundtable aims at ensuing discourse on ethical research practices that are required to be taken under consideration while conducting digital and non-digital research with diverse subjects of different races, backgrounds, and cultures such that voice(s) are not compromised during research
Guerilla Wondering: Language-Modifying Chrome Extensions to Hack the Interface of Web Reading Elizabeth Chamberlain
Quantifying Reader Response: Towards a Mixed Reading of Media Experiences
Social Annotation and Layered Readings in Composition Michelle Sprouse
Elizabeth Chamberlain discusses writing a language-mod-ifying extension to chrome; John Murray discusses the in-terplay of physiological signals and machine learning; and Michelle Sprouse discusses social annotation, primarily in the context of first-year composition.
Sex in Networked Publics -Sandra Nelson
Design Justice: Creating Change with Communities - Aimée Knight
Locating an Ethic of Dissent in the Virtual Town Hall - Kristina Fennelly
Sandra Nelson considers the ways Facebook and FetLife operate as contrasting digital publics through site policy and interface options; Aimée Knight explores how we can use a Design Justice Philosophy in our teaching and re-search; and Kristina Fennelly examines “argument cul-ture” in social media forums like Facebook and Twitter.
Drawing on recent work that highlights the importance of linguistic diversity in technical communication and computers and composition, this panel situates the activities of translation as sites of innovation and rhetorical power. Using the concept of translation moments (Gonzales and Zantjer, 2016) as a framework for analyzing how information is transformed for various audiences in situated contexts, panelists discuss the multiple skills that multilingual individuals use to make information accessible. These skills include the navigation of digital technologies across languages, embodied activities (e.g., gesturing, signing), as well as visual designs and storytelling. Through their discussion of three translation-related case studies, panelists present translation as a powerful technology that can be further considered in computers and composition research, pedagogies, and practices.
This panel addresses the integration of digital humanities and games theory into traditional and “hybrid” literature and composition classrooms. In particular, it discusses how online games and virtual spaces inform teaching practices for digital-native students and creates digital citizens with good practical judgment. Speaker 1 addresses recent history of the English discipline embracing digital tools, spaces, and pedagogies. Speaker 2 addresses how city-building video games can be used to introduce students to civic writing while teaching empathy. Speaker 3 addresses how teachers of literature should adapt models of game design and game theory to embrace digital-native students existing skillsets. Speaker 4 addresses the inclusion of 3-D virtual reality into second-language curricula to increase student interest and engagement. These issues in digital citizenship and classroom practices matter ultimately, to renegotiate the relationships between instructors and students, and potentially change the way we, as digital humanists, approach theories and practices of learning and phronesis in today’s and tomorrow’s evolving contexts.
Friday, May 25, 2018 - 3:45pm to 5:00pm
In this mini-workshop, we will share a series of activities designed for undergraduate student researchers to help them assess the limits of information design. This workshop is designed to address the rise of two parallel phenomena affecting our students’ research practices: Fake News and Predatory Journals. These questionable sources are produced by bad actors taking advantage of the affordances of new digital publishing and social media platforms. A 2017 New York Times article highlighted the substantial growth of predatory scholarly journals; companies have launched hundreds of these journals in the last year which have little to no peer review despite their scholarly appearance (Kolata). We will provide strategies to help students determine the usefulness, validity, and reliability of the digital sources they encounter, including academic publications. These forms of digital phronesis are necessary for writers and citizens to engage with sources in a complex and changing information landscape. At the end of the workshop, participants will receive an annotated bibliography with further information literacy resources. Participants will engage in source evaluation activities; they will also leave the workshop with student handouts (shared under a Creative Commons license) and an annotated bibliography of scholarly work on fake news, predatory journals, and fact-checking.
Complicating static understandings of learning, Cathy Davidson (2017) urges us to move beyond narrow frameworks and embrace a world in motion where digital and physical assemblages (Yancey and McElroy, 2017) converge across time, locations, and practices. Taking up this call, this panel presents a series of case studies extending across spheres of activity—from subways to cellblocks, from college classrooms in Chile to the streets of Harlem. Sharing a framework oriented to interdependencies of material, embodied, digital, and communicative mobilities (Sheller, 2014), this panel offers more nuanced accounts of knowing, learning, and practical wisdom as literate actors and artifacts are revised and re-coordinated across space, time, and media
Hypertexts and Interactive Fiction (IF), genres of responsive, interactive and gameful writing, are experiencing a renaissance of popularity and academic interest. Authors with varying technical skills can compose these texts, and the ubiquity of mobile apps permits easy and prolific distribution of these genres. This opens up exciting pedagogical opportunities. IF theory blends contemporary ludology (the study of games and gaming culture) with pedagogies of writing and the development of classical narratives.
Panelists discuss their experiences with using interactive fiction (IF) and hypertext authoring tools within writing courses and across the curriculum, offering suggestions for effective student projects. Panelists discuss how writing in IF and hypertext informs the writing process as well as the development of traditional and/or static genres. The panel addresses the overall pedagogical foundations for the inclusion of IF tools within writing courses, the inclusive nature of IF and hypertexts, the practical use of IF tools within a creative writing course, how IF can serve as sites for deep research, the cultivation of empathy and creative remix, and issues of power-privilege within the IF community, despite the diversity among leading IF authors. Panelists also discuss means and methods of publishing and distribution of IF texts.
Contemporary scholarship in writing studies has considered social media from various angles, including how it may be incorporated into the classroom and academia in general. For instance, scholars have considered how undergraduate students use social media to compose in their daily lives and as a space for literate activities (Buck, 2012), while others have espoused potential “best practices” for teaching with and about social media (Daer & Potts, 2014), and others are considering scholars' ethical responsibilities (Wolff, 2017). With these conversations in mind, this panel seeks to continue discussions of how social media serve as a viable and robust site for cultivating meaning and identification though practitioner and student research, while also raising ethical questions about the future of social media research. Participants share findings from their own individual research projects to illuminate discussions related to social media composing and researching.
Preserving Digital Scholarship: Variable Media
Questionnaire Case Studies
Unseen Anxieties: Uncovering Technology Tensions in a Hidden Archive
Feminist Archiving as Phronesis: Archive of Our Own and Creating Space for Interactive Digital Curation
Contemporary scholarship in writing studies has considered social media from various angles, including how it may be incorporated into the classroom and academia in general. This panel seeks to continue discussions of how social media serve as a viable and robust site for cultivating meaning and identification though practitioner and student research.
This panel discusses preservation, curation, and the boundaries of digital archiving and curation processes. John Walter uses the Variable Media Questionnaire, a preservation heuristic developed by the Guggenheim and the Langlois Foundation for ephemeral and multimodal art; Ian Golding reexamines the history of technology within the 1990s composition class through a previously undiscovered cache of twenty year-old writing student portfolios; and Lee Hibbard describes feminist archiving as phronetic process, highlighting the work of the website Archive of Our Own (AO3).
3D Printing and the Importance of STEM and Humanities Collaboration in Utilizing Emerging Technological Capabilities - Madison Jewell, Wright State University
Exploring the Ethical Concerns of Brain-Computer Interface (BCI) and Transhumanism: A Choose-Your-OwnAdventure Webgame - Haley Shea Barfield, University of North Georgia
Power, Glam, Sass: The Rhetoric of Fast Fashion Advertisements - Chrysandra Medley, University of Maryland-Baltimore County
Facilitated by members of City University of New York (CUNY) Graduate Center’s composition and rhetoric community, CompComm, this roundtable will discuss how our organization—open to both graduate students, instructors, and writing program administrators—fostered a variety of cross-campus digital culture and digitally facilitated mentorship projects by informal structures of “practical wisdom” and peer mentorship. CompComm has assisted the development of digitally-minded pedagogical endeavours within and beyond the classroom and helped to facilitate mentorship over the instructor and student skills required to execute them. These include the launch of online, nation-wide graduate student meeting spaces; multimodal first-year composition assignments that ask students to concretely interact with externalized audiences and consider embodied literacies through contact with mixed mediums; and launching a hybrid composition course that focuses on ludic learning methods. Within CUNY, the nation’s largest university system with over 270,000 total students across 24 campuses, CompComm has endeavored to foster community and development across the system’s composition efforts and interconnect what’s happening in the field across New York City. Each presentation highlights the outcomes of collaborative, responsive, and multiplicitous modes of pedagogical development.
Place, defined by scholars as the experience of both specific location and connected space (Brouwer & Dourish, 2008), produces an embodied relationship with the world (Pred, 1984), where patterns of mobility across land affect the way we learn and interact. Place is a foundation for literacy, community practice, and embodied learning (Rios, 2015) and shapes the cultural rhetorics of many different kinds of bodies (Cultural Rhetorics Theory Lab, 2014). What can we learn from the material rhetoric of space? What are the ways in which place as interface constitutes different embodiments? If phronesis is the wisdom brought to us by lived experience, how can we attend to the mediated ways that different bodies interact with location? The first presentation answers these questions by examining the interactions between local and colonizing depictions of a World Heritage Site in Laos, considering how public memory of land is constituted through these visual technologies. The second presenter examines the gentrification of textile mills in central North Carolina and considers how the physical buildings serve as a virtual interface to the past. The final presentation examines issues of disability and mobility in rural spaces and highlights the power networks of urban/rural, access/non-access, and ability/disability.
Infrastructure in the Contemporary University
City Tech’s OpenLab as Digital Writing
MOOCs Beyond the Dead: The Rapid Rise, Fall, and (Fuzzy) Future of Massive Online Open Courses
Courtney Werner discusses changes in education since Devoss, Grabill, and Cushman’s 2005 study “Infrastructure and Composing: the When of New-Media Writing”; Jill Belli reviews a taxonomy created for composing activities in OpenLab; and Steve Krause examines the rise and fall of Massive Online Open Courses.
In this panel, presenters will discuss the complex pedagogical space of being a person of color in a classroom of students that is increasingly diverse. Guided by the presenter’s phronesis, each presenter will discuss examples of new experiences and innovations built from the relationship between their embodied experience and their students in their writing classroom. Furthermore, they will emphasize how they work with students to adjust for discrepancies between what teachers are trained for and what occurs in the classroom.
This panel focuses on the concept of transduction as a means of describing rhetoric and writing in complex contexts such as those presented by digital media. Transduction describes a process of energy transfer from one state to another, as well as a material transfer of residual code. Transduction reframes digital writing and rhetoric, revealing a capacity shared by classical and digital modes of delivery; digital technologies do the same things analog ones did. Writing, for example, transduces movement (of the hand) into images. Gesture is the transduction of electrical impulses found in the brain and into physical representations of the body.
This panel will present a series of experiments using the Kinect sensor to transduce the human body to create digital forms of writing and rhetoric. These experiments support an understanding of media (including writing) as transductive instruments. After introductory presentations the experiments will be available for interactive participation by the audience.
This panel offers three examples of how researchers theorize, design, enact, and reflect on digital writing research. Speaker one will explore soundwriting as research method through analysis of an undergraduate project where students composed a multimodal portfolio and a sound essay. Speaker two will examine the use of video within qualitative research as a tool for data collection, analysis, and presentation. Speaker three will discuss the use of video, audio, and screen capture technologies for collecting data on multimodal composing. Together, these experiences reveal the messy yet exciting process of designing, conducting, and reconceptualizing today’s digital writing research.
This panel presents two studies on student participation and engagement: implications from an NSF-funded study of introductory technical and professional communication (TPC) courses as well as findings from a study of an online first-year writing course. The panel has found that the focus of both studies, instructor actions of reaching out in caring interventions, are fruitful for both instructors and learners and can be easily adapted to suit varied instructional modalities: face-to-face, blended, and fully online. These strategies strive to meet students where they are and include retention interventions, EBIPs, course design adjustments, and adapted communication practices.
Course Management Systems as Sponsors of Accessibility
Digitizing the Writing Process through Assistive and Augmentative Communication Devices
Jathan Day repurposes Brandt’s 1998 concept of literacy sponsorship to examine how course management systems postion and promote themselves as sponsors of accessibility; Melanie Yergeau argues that the classification schema of metadata may perpetuate stereotypes of disability; and Meg Moore demonstrates the full cycle of the writing process through assistive technologies.
Saturday, May 26, 2018 - 9:00am to 10:15am
This hands-on mini-workshop will introduce participants to a number of tools (most are free) that allow them to analyze and visualize text in different ways. Text visualization is a way of learning about documents and collections of documents by treating text as data and then analyzing that data in terms of frequencies, correlations, word order, semantic groupings, hierarchies, and other features. The visualization becomes a means of communicating findings about the text, and so the workshop will consider strategies for aligning the analysis task with the appropriate visualization model. During the workshop, participants will be able to use the tools in order to visualize texts of their choosing.
The increasingly digital world continually interrupts traditional understandings of the formation of subjects and collective identities. Whether it be the anxiety produced by radical difference, or the complex production of public and personal memory as they relate to sovereignty and autonomy, these interruptions are often ignored or suppressed, and even when recognized considered nuisances. However, they also offer opportunities to examine and compose alternative versions of the subject and the social. This panel seeks to take advantage of these opportunities by asking a number of questions such as: how does digital memory interrupt conceptions of human memory? How does the digital world interrupt power structures, sovereign forces, and conceptions of autonomy? How do processes of subjectivity function in digital economies? How do digital sonic compositions enable the creation and revision of collective identities? Working through these questions, the panel looks to theorize alternative ways of ethically composing and inhabiting the digital world.
Building on work in intersectional, feminist rhetorics (Crenshaw; Davis; Royster & Kirsch) and technofeminism (Blair; Wacjman), this panel explores rhetorical technofeminism (Clinnin & Manthey) as a generative framework for praxis. Panelists will review their own classroom practices and experiences, connecting the theoretical concepts of rhetorical technofeminism to embodied, everyday praxis.
While writing studies scholars have explored the affordances and constraints of Massive, Open, Online Courses (MOOCs), problematizing the sage-on-the-stage model of massive enrollments and monstrous attrition in online writing courses (Krause & Rice, 2013; Porter, 2014; Losh, 2017; Harker, Hocks, Sansbury, 2017), the concept of “open” lingers. Whether “open” manifests itself in open access, open curriculum, open source, or open learning, the concept of open promises frictionless sharing of knowledge, knowledge pathways, and knowledge-making resources. Our analysis of emergent relationships in the National Writing Project’s Making Learning Connected MOOC (CLMOOC) suggests, however, that the “open” in “open learning” is a fallacy. To foreground communal emergence and responsibility in online learning, we might leave behind these rhetorics and practices of “open” in favor of “connected,” which calls attention to the interrelationships between tools, objects, people, and processes.
Digital Literacy as a Spectrum: Institutional Responsibility for Digital Outcome Implementation
The Podcast Voyager: Launching A Podcast Literacy Probe
The Politics of Literacy Instruction in Computers and Composition: An International Journal 1990-2015
Jennifer Hewerdine argues that institutions that implement digital literacy outcomes or digital outcomes of any kind have an ethical imperative to ensure access, infrastructure, and faculty and staff training; Matthew Jacobson introduces and launches a cultural probe—a design studies data gathering method—to help build podcast literacies; and Lynn Reid presents a qualitative analysis of Computers and Composition: An International Journal focused on how scholarship in the journal has contributed to disciplinary expertise regarding the politics of literacy instruction in higher education.
“Some Very Fine People On Both Sides”: Unpacking Reddit’s Reactions to Charlottesville - Anthony Saylor, University of Maryland, Baltimore County
Partisan Memes for Political Dreams: A Look at How the Left and Right Harness the Internet’s Power - Ashley Brooks, University of North Georgia
Gainesville Political Discourse on Twitter Around the Government Shutdown - Willa Murphy, University of Maryland, Baltimore County
This workshop will begin with a discussion of two e-poetry projects, both of which piece together moments of coded pattern and randomness to create new digital poetic works, created by the facilitators. They will showcase the poem “Wayfarer’s Song” and the Dada Poetry Generator to exemplify the process of coding randomization into new poetic works. Following this discussion, we will invite the audience to engage in an embodied understanding of how pattern and randomness operate in poetry projects such as these. To do this, we will spend a portion of the session conducting an interactive experiment where the audience members engage in the building of a new poem as if they were coded computer machines. Audience members will write multiple lines of poetry and will use these to create a new poetic work using processes of code randomization. The embodied experience will mirror the process through which the facilitators built “Wayfarer’s Song” and the Dada Poetry Generator. The facilitators will end the session by opening a discussion on the intersection of pattern and randomness, how poetry and code can work together to create new works, and how/if meaning can be made out of randomly generated poetic works. (198)
Coastal Carolina University fundamentally shifted the way composition is taught to first-year students in this institutional setting by launching this digital badging program designed to support students as they enter the university setting as readers and writers while urging faculty to consider the potentials of teaching writing using networked platforms and digital distribution. During this Roundtable Discussion, four key contributors to this badging initiative will highlight the ways this digital delivery system brings a theoretically driven philosophy of language to composition classes across our campus. We turn to data collected from student and faculty users to show, though, that this intention is not always realized. By teasing out moments of instructor resistance and tracing students’ assumptions about the hierarchies that inform their rhetorical decisions, we conceptualize the work the badges are accomplishing and present ways of extending their ideological reach.
International Students’ Perceptions of Mediated P2P Review: Subjectivities and Experience - Douglas Walls & Nupoor Jalindre
Technology in the Teaching and Learning of FYC in Ghana - Stephen Boakye
Doug Walls and Nupoor Jalindre discuss the effective-ness of peer-review pedagogies in a tech comm course populated by international and native language learners; Stephen Boakye presents findings from a study of a Gha-naian university’s Communicative Skills (FYC) program.
Living & Writing Fandom: Affordances and Consequences of Fan Platforms - Rachel Atherton
The Pedagogical Benefits of Fanfiction: Assigning a Fanfiction Writing Project - Erika Romero
Why Wikipedia Matters to the Humanities -Melanie Kill
Rachel Atherton uses feminist and queer theories in an autoethnographic analysis of fanfiction; Erika Romero argues that instructors should include fan writing practic-es in the writing classes; and Melanie Kill suggests that Wikipedia could benefit from contributions of scholars in the humanities.
Digital spaces are often described as disembodied utopias, where differences can be erased. However, scholars of disability and technology reveal the opposite: entering and engaging in multimodal spaces are inherently embodied acts, and disability is ever present in complex and complicated ways (Kent & Ellis, Yergeau, Palmeri, Selfe & Selfe). This panel examines how disabled users mark their embodied difference in digital spaces. Rather than seeking to erase difference, disabled composers and activists tap into difference as sources of invention, arrangement, and delivery. Thus, the digital space is not only embodied but also disabled in exciting and fruitful ways. As the panelists will illustrate, this disabling of the digital provides avenues for activism and advocacy that are accessible to divergent mindbodies. With “Strategies for Digital Advocacy, Access, and Empowerment,” the four presenters support the conference theme of digital phronesis through their discussion of marginalization as embodied experience informing access and composition.
Improving International Students’ Experiences in Online Writing Courses: A User-Centered Approach to Culturally Responsive Interface and Instructional Design - Bethany Monea
Not Idiots Anymore: Users as Creative Innovators - Isidore Dorpenyo
Writing with Users in Mind: Multimodal Composition as Design Research - Will Kurlinkus
Bethany Monea proposes a research-based strategy for enhancing cross-cultural interface and instructional de-sign; Isidore Dorpenyo examines the redesign of a bio-metric technology manual for use in Ghanian elections; and Will Kurlinkus draws on the field of design studies to describe a multimodal composition curriculum.
As the chasm between traditional rhetoric and composition studies and digital humanities narrows, incorporating digital writing practices into the general education classroom becomes paramount. Clemson University’s first-year composition (FYC) program conducted a pilot study for the 2017-2018 academic year as a means to test the viability of a fully digital writing course, exploring the implications of using creativity software, media theory, and traditional elements of argumentation. Three doctoral students in a trandisciplinary program, the WPA, and a games and technology scholar started this pilot study in the Fall 2017 semester with six sections of FYC (109 students).
In online writing instruction (OWI), researchers often overlook synchronous pedagogies in favor of asynchronous modalities. Scott Warnock, for instance, admits that his monograph on OWI focuses on “using asynchronous communication via message boards” (2009). Mick and Middlebrook, too, note that asynchronous modalities of educational communication “have been and currently remain dominant” (in Hewett and Depew, 2015: 144-5). But as videoconferencing technologies become increasingly accessible and affordable, this scholarly lacuna becomes more problematic. After all, Principle 3 of the CCCC’s Position Statement on OWI states that “appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment” (2013), but comparatively few strategies have been suggested for synchronous multimodal teaching.
This panel investigates various judgments that online writing instructors make in synchronous multimodal environments. Based on a combination of rhetorical theory, pedagogical research, and personal experiences, these presentations examine how pedagogues a) craft their digital teacherly ethos, b) select methods of discursive engagement, and c) assess the impact of synchronous participation. Although this panel is situated within the context of OWI, the implications of our research also address other forms of synchronous multimodal communication, including webinar hosting and online job interviews.
Saturday, May 26, 2018 - 10:30am to 11:45am
In contemporary society, citizens often convey their reactions to events in the physical world via digital expression. For instance, in the wake of the 2017 United States election, users of Twitter and r/NoSleep crafted responses to contrast the change in their perspectives from Election Day 2016 to Election Day 2017. This interactive workshop will focus on the phronesis of these Twitter and r/NoSleep users, who have combined their learned knowledge about the production and dissemination of digital media with their lived experience regarding the 2016/2017 elections in the United States, as well as the pedagogical implications of including these digital media. Presenters will provide participants with a number of texts from these two platforms, along with potential classroom activities into which these texts could be incorporated. Participants will then be asked to think critically about their potential additional uses in the classroom and share their ideas and concerns about using social media for pedagogical purposes.
This panel presentation reports on the experiences and findings of two multi-year studies that demonstrate how writing instructors can tap into the practical wisdom of workplace writers through qualitative research.
The first study considers proposal writing and explores the ways in which the phronesis developed to produce successful proposals in the classroom differs from what is required in the workplace. The second study develops the Archive of Workplace Writing Experiences, a public, online audio archive of interviews from professionals in a variety of industries speaking about their organization- and industry-specific writing and how they perceive they translated skills learned in college into the workplace.
Ultimately, both studies focus on the critical gap between how students learn to write in the academy and how that knowledge and those strategies translate—or don’t—in specific workplace writing situations. This panel offers writing instructors recommendations for better preparing students to write in the workplace and offers writing studies researchers recommendations for collecting, using, and sharing insights from workplace writers through qualitative research methods.
Following Barthes and others who have suggested that entire worlds are created by, present in, transformed and communicated through food, we are interested in exploring food as a kind of code and coding practice. This panel examines the complex relationship between lived experience, food, memory, play, creativity, being, meaning, desire, and belonging. Working from Sherrie Inness and other feminist scholars (Carirns & Johnston, Neuhaus, Rumsey, Theophano, White-Farnham), we are interested in the worlds and complex involvements associated with food, or what Inness calls “kitchen culture” (3)—which resides in the intersections of learned and lived experiences, and of coded practices and play.
Building on the work of the New London Group and James Gee, video game-based projects have gained further recognition in the field as valuable teaching tools for writing instruction. Games in the composition classroom are phronetic, interactive multimodal texts that encourage students to further grow as writers through project-based learning, based on learner investment and interest through heuristic approaches. The three approaches included in this panel presentation focus on developing game-like heuristic activities to teaching composition in the developmental, first-year, and science writing classrooms. Speaker 1 proposes and examines a developmental writing curriculum using commercial video games for developmental students in developing practical writing heuristics. Speaker 2 overviews an FYW curriculum that uses video games, play, and reflection as heuristic languaging activities for rhetorical and pedagogical inquiry. And Speaker 3 expands on the work of Mishra and Graves on disciplinary knowledge and ideology through applying Bogost’s lens of procedural rhetoric as a phronetic heuristic for teaching critical and rhetorical visual composition. Following the final panel presentation, the three speakers will survey the audience to engage in an ideas session expanding on the topics presented.
Distributed Innovation: Teaching as Co-Learning in Writing for the Web
Replacing “Writing” with “Content” in the Web-Writing Course
The Promises and Perils of Digital Writing as a General Education Course
This panel discusses distributed innovation in writing-for-the-web pedagogies.
The Problem with “Practical Wisdom” Offered by (Digital) Intellectual Property Gatekeepers
Jim Purdy & Karen Lunsford
The Interface between the Learned and the Lived: Changing Perspective to Unflatten Meanings
Understanding Digital and Material Writing Contexts through Cognitive Niche Theory
Panelists discuss intellectual property laws and myths, challenging the fixed viewpoint, and material influences on writing practices.
The Road Less Traveled: A Documentary Film -Ashly Merced, Stony Brook University
Rethinking Teaching: An Exploration of Technology as a Tool in Education - Amanda R. Harris, Wright State University
Communicative Writing through Multimodality - Katelyn Caiati, Monmouth University
This workshop takes a programmatic approach to incorporating Digital Humanities courses and tracks into existing English programs, offering strategies for developing program goals, pitching DH to administrators and (sometimes) reluctant faculty, building strong courses and sequencing, and supporting faculty and student digital research. This workshop uses the new Digital Studies English MA from the University of Illinois Springfield--which sits at the intersections of writing, publishing, teaching, English Studies, and emergent digital technologies--as an example and test-subject, exploring the trials, triumphs, and ongoing challenges facing the creation and implementation of this 3-year old program in order to provide attendees with concrete, actionable approaches to program development. Facilitated through the use of examples of current student work, course syllabi and programming documents, and Digital Humanities theory and praxis, this workshop offers a space to explore Digital Humanities from a programming perspective.
This roundtable presentation focuses on Gregory Ulmer’s concept of the Konsult, a new site of electrate learning that brings students into attunement with the disaster. Six Konsults will be presented and discussed from both a scholarly and a creative perspective with the aim of exemplifying how students can utilize rhetorical theory and digital creativity technologies to intervene in, and productively engage with, problems and issues that in one way or another affect us all.
Beer Deconstructed: Designing Short Weekly Writing
Assignments in a Fully Online Beer and Brewing Course
Alex Rockey & Kem Saichaie
Compose, Design, Educate: Developing a Digital Rhetorics Themed Online Writing Course
Friends Don’t Lie: Eleven, Why Fetishinzing Community In OWI Is Disingenuous, and What We Can Do About It
Kevin Eric DePew
Alex Rockey and Kem Saichaie share their experience in designing short, weekly, writing assignments for a fully online course; Allegra Smith traces the design and implementation of an online first-year composition course at an R1 institution; and Kevin Eric DePew discusses OWI Principle 11, and questions whether discussion board pedagogies foster communal engagement.
“The Truth Is [Not] Out There”: Rethinking Student and Instructor Agency in the Age of Government Surveillance - David Maynard
Assembling the Phronetic Case Against Social Media -Stephen McElroy
Design and Usability Methods to Combat Fake News -Nupoor Jalindre
David Maynard suggests that despite technical advances such as end-to-end encryption, networked digital technol-ogy constitutes an alien frontier in which instructor and student agency remains tenuous; Stephen McElroy ar-gues that it may be in your best interests, and in the best interests of us all, to delete your Facebook account; and Nupoor Jalindre presents methods for training technical communicators to employ visual design and user experi-ence strategies to combat fake news.
Networking Outcomes: Implementing Social Networking Sites in the FYC Classroom
Simulating Facebook’s Newsfeed for Public Writing
Owning Your Digital Shadow: Students’ Right to Their Own Data
Joel Bergholtz presents strategies for implementing Social Networking sites into the FYC classroom; Daniel Libertz argues that writing constraints produced by algorithms can become accessible topics for writing instruction by using a simulation; and Mike Edwards argues that in an educational environment increasingly dominated by digital dataveillance for economic gain, instructors must be mindful of their ethical obligations to protect students’ right to their own data.
Archives have been discussed extensively in rhetoric and composition, information studies, and other fields, but not thoroughly addressed in technical communication—despite the fact that technical communicators are immersed in documentation and digital curation practices. This panel argues that archival practices should be explicitly discussed and taught in technical communication courses; we further contend that digital archives should be presented as interactive platforms with material implications for their creators and users, rather than as mere containers of artifacts. This dynamic and digitally rich approach to teaching archival practice allows students to make connections between project management, information architecture, data storage, and retrieval, as well as the rhetorical, ethical and inventive choices they make in technical communication. Our panel begins by situating archival work in technical communication. We then propose a heuristic, and classroom examples for teaching archival practice in technical communication
In response to the 2018 C&W CFP’s recognition that “phronesis represents an enactment of good judgment guided by both learned knowledge and lived experience,” this panel highlights the practical wisdom gained through shared reflection on our experiences as Rhetoric, Composition, and Technical Communication doctoral students teaching technical communication for the first time in computer mediated classrooms predominantly populated by undergraduate IT majors. Panelists argue for the value of ongoing reflection within the Computers and Writing community and for a constant return to questions such as: What do we learn about our own values as teachers when we consider how our embodied experiences teaching within computer mediated classrooms inform our pedagogy, and vice-versa? What can we learn when we discuss our understanding of varied digital literacies and composing practices with our colleagues? How can our embodied pedagogy strengthen our work as writing instructors when considered alongside our formal training? Ultimately, panelists call for engagement in critical discourse at the intersections of digital literacies, formal learning, and embodied experience in computer mediated classrooms.
This panel looks at the role of gameplay in foregrounding student choice in flipped and advanced writing courses. Our talks include discussions of gameful design in a flipped FYC classroom that builds meaningful choices into a game-based assignment sequence, student gameplay narratives that explore the tension between self-expression and algorithmic curation in a Digital Storytelling class, and the role of metis and phronesis construction in students’ recognition of character ethics in gameplay. We believe that meaningful choices and opportunities for reflection on the reasons for those choices, including motives, constraints, and power dynamics, are among the most productive and useful affordances of game-based pedagogies. Our talks aim to give audiences tools to bring this critical decision-driven dimension of games and gameplay into their own classrooms.
Saturday, May 26, 2018 - 2:00pm to 3:30pm
In this mini-workshop, participants will critically-creatively consider the intersections of mobile technologies, composing practices, and identity. Our goal is to discuss, generate, and practice pedagogies that actively engage mobile technologies--such as smart phones, computer tablets, and wearable devices--in the writing classroom. Though a great deal of scholarship has recently been written about mobile technologies, very little work has been done on composing with mobile technologies. Furthermore, we still need scholarship regarding access, identity, and culturally sustaining practices related to mobile composing. In all, this will be an experimental space that encourages participants to take out their mobile devices and compose!
Computers and writing practitioners often raise questions about and challenge familiar academic practices. The panelists will continue this tradition by demonstrating ways of knowing (and writing) that are fundamentally open, creative, compassionate, and human. Inquiry, for instance, has become a buzzword in curricular conversations, but often translates into familiar, outcome-driven educational paradigms. We consider what might be gained from deploying inquiry to work not toward predefined outcomes and closure but toward opening possibilities for play. Similarly, the role of writing technologies has been cast as instrumental, evoking tool metaphors meant to help get work done. We explore ways that technologies can instead be instruments of play and creative expression. All of these emerging modes suggest the possibility that digital materials and activities can disrupt our familiar approaches, creating opportunities for authentic play that requires risk and trust.
With more than half of all internet traffic flowing through mobile devices, digital texts are increasingly composed on the move. Mobile computing technologies challenge the field to reconsider the relationship between computers and writing as a process that takes place in and through environments. As E. V. Walter (1988) and Gregory L. Ulmer (2005) remind us, the first theorists were also the first tourists, and travel facilitates a mode of thinking about place that involves embodying and engaging with one’s environment. Mobile writing technologies amplify our capacities to affect (and to be affected by) a location. We are always already writing within environments, but through mobile technologies we are made more aware of how environments orient and shape us. As such, this panel explores the rhetorical affordances of such technologies through a discussion of four location-based digital writing projects. Ultimately, the speakers propose that mobile writing technologies act as phronetic guides for built and “natural” environments by giving users practical wisdom into the historical and socio-cultural layers embedded within a location.
Peer response activities are a mainstay of process pedagogies and collaborative learning theory, and some version of them can be found in nearly every context where writing is being taught. In this age of networked communication, writing teachers have turned to a variety of digital tools to facilitate peer feedback, including dedicated online tools like Eli Review, features in learning management system such as Canvas, and widely-available platforms like Google Docs. Despite the growing popularity of these tools with writing instructors, little is known about how technology actually shapes peer feedback, or how its use factors into the attainment of student learning outcomes in composition courses. Drawing both on classroom experience and a qualitative study of digital peer response, speakers on this panel explore some of the ways technology mediates peer feedback in writing courses. Speaker 1 will discuss the challenges of using digital peer response systems as a means of providing feedback in a community-literacies focused classroom. Speakers 2 and 3 will explore the results of a qualitative study that examined instructors’ and students’ experiences with and perceptions of peer response across a range of different digital tools.
Black Spaces: How Black Twitter Serves the Black Community as a Public Sphere
Raced Spaces: Embodied Marginality in Digital
Tweeting with Caution: The Risks and Possibilities of Black Women’s Digital Literacy On Social Media
Liana Clarke introduces Black Twitter as a public sphere where users can implement change through creating discourse surrounding cultural and political issues and doxing (the act of calling someone out); Veronica Garrison-Joyner explores the cultural-historical situations that contribute to the formation of spaces, symbols, and communities marked by marginality within digital contexts; and LaToya Sawyer highlights prominent examples of backlash against Black women scholars for their critical tweets.
The Dictionary Says What?: Irreverent Composition in the Classroom
“Yo Momma is so Rhetorically Sensitive…”: Engaging and Developing Students’ Sense of “Good Humor”
Tracey Hayes examines the “irreverent composition” present within the Merriam Webster dictionary’s tweets as a rhetorical method to define (and clarify language) as a response to the current Trump administration’s misuse of words, suggesting that a study of how the dictionary uses a digital space to provide knowledge can determine how “irreverent composition” can be used within the classroom to teach students to participate in our democracy; Edrees Nawabi showcases two major course projects that use “good humor” to develop meta-linguistic awareness and rhetorical sensitivity.
In considering strategies for filling the gap between writing in the classroom and writing “out in the world,” this mini-workshop will work towards finding new ways to play with the materials available on the Digital Rhetoric Collaborative (DRC). Attendees will be provided with DRC materials that focus on topics capturing a range of possibilities for using the DRC in writing studies, including our pedagogy, research, and social justice practices. Using a playground approach, attendees and workshop facilitators will work in small groups to tinker with new ways in which DRC materials might be used to help students bridge writing in the classroom and “out in the world,” brainstorm problems and issues that arise from these topics, and create learning activities. After the workshop, this “play” will be shared with others via the DRC website.
The more instructions an instructor gives students, the less students have agency in the creation of their assignments and the more students come to see writing in the classroom as different from the writing they do outside the classroom. By giving students less instructions, instructors can give students more agency and more opportunities to see writing as multimodal and connected in a variety of ways to the many different networks they inhibit. Through hands-on activities, this mini-workshop will explore practical approaches to writing brief instructions and to helping students use such instructions to create meaningful writing projects.
Over the last two decades, efforts at assessment have not perhaps gone as far as they could to document the learning that happens in writing classrooms. We may now understand that all of the texts we produce are inherently multimodal, but we don’t necessarily consider how the texts we produce in classroom settings actually do (and don’t) represent the learning that may have happened. A next step in our thinking might be to consider how “uptake activities” (types of textual productions that focus on documenting and articulating different kinds of learning) can be an essential aspect of visualizing and embedding our knowledge-making practices and expanding our “practical wisdom” about ourselves as writers and the myriad literate activities we engage with daily.
The Word is Dead, Long Live the Word – Multimodal
Communication in VR
Breaching the Screen: A Digital Technofeminist Methodology for Virtual and Augmented Realities
The Digital Sensorium: Considering the Senses in Design
Panelists address multimodal writing through virtual reality texts-as-objects, augmented reality as a platform for technofeminist methodologies, and sensory composing through synesthesia and phantasia.
This panel will use the concept of play as a both metaphor and mode for thinking through key considerations in multimedia composition, particularly in relation to the classroom as an architectonic space of invention. While each of these panelist will adopt a different orientation to understanding how play can manifest in a variety of critical considerations for composition, all three propose to include an element of play (and/or heavy audience involvement) in their presentation. Meaning, these will not simply be papers to be read aloud to a room of passive listeners, but rather performances meant to invite audiences to grapple with the core arguments of each (i.e., engagements that facilitate interactivity as much as foster understanding). For example, speaker two will offer a multisensory presentation (bringing together dynamic visuals, competing soundscapes, and textual and spoken elements) that functions more as a rhetorical experience than a translatory act.
Ecologies of Crowdsourcing a Digital Archive:
Undergraduate Writing and Public Engagement
An Online Undergraduate Research Journal to Demystify Academic Writing
Fieldnotes versus Travel Blog: Teaching live autoethnography to study abroad students
Panelists address modes of writing needed to successfully crowdsource diverse communities for a public event; the development process of an online journal for undergraduate academic writing; and students who use the method of live autoethnography during a study abroad experience to write fieldnotes.
Contemporary human writers contend with computational and algorithmic writers in their vying for audience and content online. This panel addresses pressing questions about 21st century authorship online, with implications for how we prepare students to write in this brave new world.
Metamodernism is not a concept rhetoric and composition scholars often consider when designing courses or imagining the significance of texts or experiences with the world. Scholars get stuck in modern emphasis on positivistic outcome assessment or postmodern skepticism about the institutionalized “search for knowledge.” Metamodernity functions at this intersection, between formal structures of learning and the deconstruction of the educational enterprise, where sincerity and irony are experienced simultaneously and not understood to be in conflict. Phronesis is connected to the heart of metamodern experience, where playing and knowing interact. Our panel explores the connections between phronesis and the metamodern classroom.
Saturday, May 26, 2018 - 3:45pm to 5:00pm
Extensive research shows that students who practice writing to learn activities in content classes improve both their conceptual understanding of the material as well as their self-efficacy toward such tasks. In this presentation we three presenters will describe ways that faculty members can incorporate undergraduate research using digital tools that connect students to real world problems they encounter in their non-school lives.
By the end of this session, participants will walk away with different kinds of (digital) writing assignments that improve student-teacher-material connections.
This panel offers multiple curricular approaches from three junior scholars trained in cultural rhetorics who have found themselves creating and implementing professional writing programs at starkly different institutions across the country. The first speaker discusses their choices and dilemmas in creating and building a professional writing minor with a diverse student body and a curriculum situated deeply in the liberal arts. Next, Speaker 2 discusses their study of students’ self-perceptions as writers and professionals in a large, rural public university on the East Coast, and how these perceptions challenge institutionally-imposed ideas about professional writing. Speaker 3 details her approach to situating a professional writing minor by applying a cultural rhetorics methodology to build relationships with four competing stakeholders at her liberal arts university.
This panel presents three approaches to describing and enacting agency in digital environments. The first describes agency in online search as integrated across human activities and algorithmic procedures. The second describes agency in digital archives as shared across archivist curation and website technologies. The third describes agency in climate change games as enacted in play. These approaches offer insight into the emergence of agency across assemblages of humans and technologies, and suggest methods for phronesis when humans and technologies are both learning.
Specialized Media Tracks: A New Method for Teaching Public Digital Rhetoric
Risk Assessment: Public Writing, Student Autonomy and First-Year Composition
Drew Holladay discusses a multimedia writing course called Social Action and Digital Design; Sydney Bufkin describes the risks and rewwards of a Writing in Public course.
Virtual Dust on a Bookshelf: Abandoned Wikibooks by and for Writing Students
“What is the Use of a Book without Pictures or Conversa-tion?” High-Resolution E-Books in Literary Research Keith Dorwick
Christopher Wyatt investigates how the Wikibook “Pro-fessional and Technical Writing” offers an example of a student writing project intended to be self-sustaining that now collects virtual dust on the Wikibooks shelves; Keith Dorwick showcases fully digitized editions of illustrated children’s classics.
This panel aims to explore the rhetorical implications of affective gaming through an analysis of game mechanics within strategic squad-based games, shooters, role-playing games, and augmented reality. All of these games, though different in play, affect the player and community in similar ways. Presenters will explain affect through the use of mechanics such as fog of war and permadeath; loot and restraining group wisdom, satirical absurdity and interpolation; and jamming serious situations/games.
While an older format (created in 1987), GIFs (Graphics Interchange Format) have experienced a resurgence in popularity and use in the past decade. Due to the recent proliferation of digital platforms that host GIFs, the format as a means of communication and as an act of composition has become naturalized and therefore invisible. The rise in their popularity makes GIFs important for scholars of digital literacy and composition to understand and utilize in their teaching and research. We argue that their playful nature, ease of use, and delivery opens GIFs up for new avenues of research, inquiry, and analysis. As such, GIFs can be meaningfully incorporated into the composition classroom as critical components of assignment design and the feedback process. In this 75-minute mini-workshop, we will introduce participants to pre-existing examples of GIF assignments we have used in courses, discuss avenues for pedagogical research, guide participants in the creation of new GIFs, and facilitate participants’ efforts to design assignments that use GIFs. Upon the workshop’s completion, participants will have access to examples of assignments using GIFs, as well as an initial draft of a low-stakes assignment that incorporates GIFs in a critical fashion.
Verbs of Play: Game Design Patterns and the Challenge of Feminist Gaming Instruction
Video Games as Trolley Problem
IRC IRL: Twitch Plays Pokemon and the Writing Class
Anastasia Salter argues for more inclusive verbs of play; Marc Santos tracks how games force players to make a decision from terrible, seemingly impossible, choices; and Matthew Duncan explores the chat bot model of Twitch Plays Pokémon Red as a tool for writing pedagogy.
Multimodal Writing-to-Learn Across Disciplines
But I thought this was a Composition Class!: Transforming Students’ Composing Acts
Destabilizing Standardized English and ‘Speaking Back’ through Multimodal Composition
Paul Martin shows how multimodal writing-to-learn allows students to play with a discipline’s semiotic materials; Jeaneen Canfield analyzes students’ resistance to a multimodal assignment; and Maryana Boatenreiter extends Christina Cedillo’s “Multimodal Homeplaces” to align critical pedagogy with multimodal scholarship.
SWIFT Participation: Hacking the Codes of Academic Writing - Peter Brooks
The Game of Expertise: Using Interactive Digital Learning Environments to Embody Professional and Novice Perspectives - Matthew Kelly
The Rebel Alliance: Analyzing Student Resistance in Digital Reflective Writing - Beth Caravella & Sarah Johnson
Peter Brooks introduces the SWIFT simulation, a semes-ter-long role-playing game; Matthew Kelly has students create their own interactive learning environments using Minecraft; Beth Caravella and Sarah Johnson examine how students’ use of “loopholes” illustrate their modifica-tions of and resistance to expectations.
This panel discusses online writing course (OWC) designers’ responsibilities to space, place, and context. While composition scholars have long understood students must “invent the university,” that invention and identity formation shifts when the university is no longer contained in buildings and classrooms but includes online learning environments (OLEs). This panel seeks to understand how students reinvent the university in online spaces, not only in OLEs, but also in the interaction and convergence of digital and physical spaces. Speaker 1 argues composition and OWI scholars must reconsider how OLEs function in the larger context of the university and how students locate and position themselves in physical places beyond campus (Mauk, 2003) and, simultaneously, online places (Payne, 2005) facilitated and not-facilitated by the institution. To embrace a reconceptualized notion of place in OLEs, Speaker 2 advocates for Virginia Tech to support students enrolled in Technical Writing by creating an online technical writing lab. To investigate the cultures where designers create courses and to amplify students’ voices in the design process, Speaker 3 explores results of student experience survey research from four sections of a multi-platform online technical writing class and introduces a human-centered design research method for OWI design.
Bringing humanities into the public square is a pressing concern and learning is becoming more experiential so many scholars are focused on engaging lay readers and students in their research. This attention to the public sphere occurs concurrently with trends toward digital publication of humanities scholarship. The Book Unbound project addresses these questions by considering how to bring digital publication of humanities scholarship to a public, multi-layered audience, through the practical expertise of disciplinary experts from multiple fields working collaboratively on three in-progress humanities publications. In this presentation, we discuss the Book Unbound project as an exploration of the digital avenues of bridging the space between the formal learning of a scholarly publication and the embodied experience of a multi-layered audience. This panel will (1) provide an overview of the Book Unbound project and its goals of digital, multi-layered publication, (2) consider current trends in digital publication as they impact the project, and (3) present results of the project’s first nine months of collaborative work.
The Application of Rhetorical Listening in Digital Texts for Effective Interaction
Metaphors We Click By: Unpacking Information Overload as Obesity Epidemic
Reconstructing Access and Inclusion in Social Media
Wenqi Cui suggests applies concepts of circulation and rhetorical listening to multimodal assignments; Daniel Liddle explores comparisons between information literacy and nutritional literacy; and Barbi Smyser-Fauble argues that technical communicators should analyze how social media campaigns impact issues of socio-cultural access and inclusion.
Saturday, May 26, 2018 - 5:15pm to 6:30pm
Agency and Autonomous Monsters in the Age of Fake News - Mark Crane
Celebrities, Fans, and Queering Gender Norms: A Critical Examination of Lady Gaga’s, Nicki Minaj’s, and Fans’ Use of Instagram - Brandy Dieterle
Critical Pedagogy in Podcasts - Stephanie Hilliard
Keywords and Concepts in Technical and Professional Communication - Joy Robinson
Mobile Composition & Student Learning: Lessons from Writing in Place - Ashley Holmes
Phronesis and Pedagogy: Forms of Ethos in MMORPGs - Wendi Sierra & Douglas Eyman
Practically Human: What Makes Great Twitterbots - Moe Folk
Retracing Blogging Experience as Digital Phronesis: Two Multi-cultural Microhistories - Sweta Baniya
What Pinball Teaches Us About Procedural Rhetoric - Ron Brooks
Changing the Rules of the Game: Reevaluating Terms of Service for Online Gaming - Lexie Scott (UGRS)
The Magic of Statistics: Revealing the Sorcerer’s Secret - Evan Cypher (UGRS)
Procedural Ethos in Videogames - Rebecca Triplett (UGRS)
Sunday, May 27, 2018 - 9:00am to 10:15am
This mini-workshop is intended for those who would like to learn low bridge strategies (Anderson) for integrating video games into undergraduate rhetoric and writing classes. Inspired by the 8-Bit Philosophy Series on YouTube, the goal of this workshop is to create a series of short videos that illustrate rhetorical concepts through video game play.
This panel investigates the intersection between research and playing/designing serious games. Games taking on serious topics engage, contextualize, and sustain undergraduate research practices. Presenters will discuss the procedural rhetoric and experience of research created by playing Soma, the influence the positionality of the programmer has on the presentation of research through games, and the ways writing interactive fiction contextualizes secondary research, creating an inquiry process of productive failure. Taken together, the presentations will explore what it means to play research and to research play to compose an experience for others.
Building a digital book is a process in which the author must do the scholarly work of an extended article or monograph plus the application work of building a website, app, or other kind of interactive system to display the scholarship. Working in a Digital Humanities lab with strong backgrounds in user experience and digital scholarship, the team leaders will share their reasoning behind technology choices, their methods for managing processes, and their efforts in implementing the project. We decided to use Scalar, a content management system built with the support of Mellon Foundation grant funding, because it was built for use by academics, is open source, and especially because it could push our team to think creatively for ways to disrupt the organization and experience of the digital book, especially since this project wanted to foreground multimedia content for a non-academic audience. However, in doing so, we also found out that we would have difficulty finding a publisher for the book. This panel outlines and illustrates these challenges and discusses how we ought to support the Computers and Writing community through creating publishing platforms for this kind of work.
This workshop shows how designing games replicate many of skills valued in college writing. We will show how game design compliments existing writing pedagogy, introduce the digital game design tool Twine, have participants make their own Twine games, brainstorm analog game design alternatives, and end by reflecting on what game design provides writing classrooms, such as systems literacy and nonlinear composition strategies. Analog game design allows similar thinking without the potential restrictions seen in digital games. Designing Twine and analog games provide students with the creative agency they may not feel within traditional composition environments. This workshop hopes to give instructors the practical knowledge necessary to enable student success when making games instead of just studying them. These are just some potential outcomes for this workshop. Participants can expect to have a grasp on simple game design strategies they can bring to their classroom and have a few sample activities they can adapt for composition, research, and creative writing.
This session opens a discussion about scholarship, pedagogy, and practitioner knowledge from the realms of podcasting, oral rhetorics, and sound studies. The speakers and moderator discuss their questions, experience, and insights about audio recording for audiobooks, for podcasts, and in classrooms. In addition to participating in lively discussion, the audience will walk away from this session with suggested readings for further study, a list of online and accessible tools and resources, possible projects to bring to the classroom, and some first-hand experience in recording. The session will begin with talks from three speakers, a short workshop segment to allow participants to walk through audio recording basics, and end with a Q&A portion led by a moderator.
This roundtable extends the field’s reassessment of web literacies and public rhetoric in the wake of the 2016 election, exploring the personal and pedagogical methods by which we cultivate practical wisdom online in a “post-truth” age. We will describe the processes we use and teach to develop knowledge of web infrastructures, but also make the case that strategic modes of play, experimentation, and reflection lead to pathways of resistance. In addition to sharing our own perspectives, we aim to engage audience members as participants in further theorizing our post-truth predicament and developing creative and collaborative paths forward.
Doing Interactive Media and Game Development in International, Intercultural Contexts
Unity in the Classroom: Identity, Community, and Professionalization in Online Courses
D’An Knowles Ball & Jennifer Hartshorn
Jennifer deWinter shares her research on the global circulation of games, working with students in Sweden and Japan; D’An Knowles Ball and Jennifer Hartshorn explore the ways forums used by independent game developers can be examined as active models for knowledge sharing and professionalization in the classroom.
Digital rhetoric and computers and composition scholarship frequently refers to the term “digital space” (Warnick; Bolter; Zappen, Gurak, & Doheny-Farina). This year’s Computers and Writing CFP suggests, among others, the topic “Risks and opportunities of writing and living in digital spaces.” This panel seeks to question and to complicate our understanding of what we mean with the term “digital space” by exploring three different sites within their university where 1) physical space demonstrates digital concepts, 2) the digital is overlaid onto physical space, and 3) students compose in a digital space of their own.
Speaker 1 examines a situated media anachronism project creating and installing a semi-permanent “living room” as a campus exhibit on digital history. This physical space offers a story about consumer technology by displaying 1980s and 1990s gaming and entertainment consoles. Speaker 2 analyzes an Augmented Reality class project to develop digital content about the physical Console Living Room. Speaker 3 considers the university’s “Domain of One’s Own” project, in which all students are given digital “rooms” of their own for developing digital projects and digital identities. Throughout, the three speakers consider the affordances and constraints of these digital spaces as they question the term "digital space."
Share This Presentation or Get 10 Days of Bad Luck: De-veloping Students’ Critical Literacies for Digital Circulation - John J. Silvestro
The Rhetoric of Poppy: Deconstructing the Engagement of a Viral Pop Textual Series - Cynthia Davidson
What Can YouTube Teach us About Rhetorical Agency? - Matt Homer
John J. Silvestro introduces a project that engages stu-dents in self-examination of what they did and did not circulate to foster critical literacies of their participatory circulation practices; Cynthia Davidson considers the Pop-py project as a series of multimodal texts that prompts writers to reflect on the nature of YouTube celebrity and its audience; and Matt Homer analyzes the demonetiza-tion of “non-advertiser friendly” YouTube videos.
Accounting for How Things Work: An Approach to Using Procedural Rhetoric as Method
Collecting Data on Distributed Work: A Video Game
Developer Case Study
Topic Modeling and/as Genre Study
Lourdes Fernandez describes the design and implementation of a coding schema informed by procedural rhetoric; Matthew Green reports on a pilot study designed to use the participants to collect data on workplace tools and environments that would be otherwise inaccessible; and Moriah Kirdy considers the Latent Dirichlet Allocation (LDA) topic modeling algorithm and its topic-first orientation to study blog posts about the bullet journal.
This panel examines interface and embodiment through the personal, the communal, and the scholarly. By assessing how interface and embodiment interact with teaching, learning, and living, the presenters create a better understanding of formal learning and embodied experience within our research, teaching, gaming, and archiving. As we research these practices through archiving, video games, and multimodal research, we must consider and acknowledge the stakes, complications, ethics, risks, and opportunities of the convergence of formal learning and embodied experience. Examining digital art archives like Google Art Project and Artstor, panelist one presents on how interface and ethics must be considered when moving artifacts from a live to a digital space including issues of composition, ownership, and perspective. By examining the physical and mental intimacies formed through immersive video game play, panelist two presents on the potential complications of embodiment within digital spaces created within video games. Panelist three proposes a new approach to multimodal research that centers the first-person perspective of participants in order to analyze the embodied learning experiences of makers.
Sunday, May 27, 2018 - 10:30am to 11:45am
This workshop aims to experiment with an approach to learning functional literacy within broad rhetorical and critical frameworks. The specific focus of the workshop will be on file versioning. File versioning offers one possible remedy to struggles with file management that we see many writers (students and colleagues) experience. In most implementations, versioning allows users to maintain one copy of the file, yet retain access to previous versions for later comparison or retrieval. We believe that once writers can abandon the stress of managing multiple files for versions (which prompts confused about which file is the most up-to-date), they can engage in more free and innovative composing. Rather than procedurally teaching participants to use a particular versioning feature (say, with Microsoft Word), we will start with writing practice and the broad motives writers might have for exploring versioning. From here, we will document the various implementations of versioning across many software packages, showcasing the affordances and resulting practices. All of the participants in the workshop will then explore how writers’ various motives could become translated (Latour, 1999) or reshaped through their use of versioning systems (especially when these systems may be used in ways seemingly unintended by the software designers).
Turning Swords into Spigots: Embodied Multimodal Composition in Video Game Housing
Playing with Soundscapes: Students’ Use of Sonic Presence in Video Game Narratives
Kati Fargo Ahern
From Poetry to Sonic Perfection: A Case for Teaching Sound Production through Literary Adaptation
Danielle Stambler explores how Everquest 2 players go beyond simply placing a couch next to a fireplace as they use thousands of items per “house” to rhetorically invent and arrange rich multimodal texts; Kati Fargo Ahern re-pors on students’ use of sound, auditory imagination, and sonic presence in 10 kinesthetic-based “emplaced” video game narratives; and Stan Harrison shows how teachers can scaffold their students’ knowledge of audio produc-tion and sound art by having them select and adapt their favorite short poem for sound.
Envisioning a Digital Learning Environment: A Space for Pedagogical Discovery and “Play”
Alex Rockey & Andy Jones
Constructing Identity/Creating Consubstantiality: How Community College Basic Writing Syllabi Communicate
Writing Centers as Tech Support: Redesigning Tutor Train-ing with the “Digital Divide” in Mind
Alex Rockey and Andy Jones explain how the digital learn-ing environment (DLE) encourages innovative writing instruction; Erika Johnson uses Linguistic Inquiry Word Count(LIWC2015) to isolate the pronouns I, you, and we to analyze thousands of Basic Writing syllabi; and Laura Edwards shares the design of writing center tutor training which supports students in functional and rhetorical com-puter literacy.
Women, Community, and Healing: Cyberfeminist Activities on Reddit
What Reddit Can Teach Us about Discourse Communities
Ryan P. Shepherd
For High-knowledge Threats: A Placebo-Controlled Rhetorical Trial to Treat Aca-trolls
Meg McGuire explores reddit as a space for cyberfeminist activities by analyzing a subreddit for Polycystic Ovarian Syndrome (PCOS); Ryan Shepherd demonstrates how students in FYC explore the communities represented in subreddits; and Vyshali Manivannan asks the audience to experiment with rhetorical strategies that anticipate and mimic troll tactics, as a means to combat them.
The lamination of multivalent audiences on social media can pose enormous challenges to writers. In an environment where users are encouraged to make public disclosures about their personal lives and points of view, the “context collapse” of reducing multiple audiences to a single list of followers raises the stakes on those decisions. This panel brings together research on social media users’ rhetorical practices in managing audience on different platforms to represent themselves, connect with others, and support activist causes. As a whole, we speak to the importance of further theorizing audience in social media research.
While the digital turn in composition studies has produced scholarship on how instructors can develop and incorporate digital tools into their teaching practices, much of this work privileges a sustained focus on technological devices and classroom praxis at the expense of structural considerations of power, access, and the body. This panel presentation, then, seeks to explore intersections between space, multimodal composition, and social justice pedagogy. In considering different how digital mediation is enacted across a variety of contexts, ranging from the secondary education classroom to the college classroom, the presenters will explore how they have each strived to re-embody the oft-disembodied nature of digital space. In each of these papers, presenters will articulate how these ideas can be practically applied in the composition-centered classroom. In doing so, this panel collectively suggests that digital tools shape—and are shaped by—embodied experience in a way that is not only helpful for teaching writing, but is also essential for creating a more just world.
Nearly one third of all international college students are from China; they are often underprepared for the wider US news media landscape and their role as digital agents within that landscape. This panel will offer three tested pedagogical strategies through which these students can be more attuned to and critical of such a landscape, a critical sense advocated by A. Suresh Canagarajah. The first speaker will examine how familiar technology advertisements can help students realize they are always already engaging with multimodal analysis. The second speaker will further this argument by discussing playfully defamiliarizing the also-seemingly-familiar medium of film through a production exercise. By having students work hands-on with such genres, multilingual students are able to rethink how to negotiate their compositional and oral communication skills in a low-stakes, creative way. The final speaker will consider digital genres more generally and how they can revise multilingual composition curriculum to teach students to be critical readers and thoughtful writers of digital expository texts. The presentations build on each other, fostering a wider conversation about the ways in which composition can better support and encourage the multilingual, often international, students many of our universities recruit in increasing numbers.
This panel examines the question of phronesis through the lens of usability research. Like technical communication (TC) before it, usability has often been framed in ways that privilege deterministic and arhetorical views of technology-engaged practice. But our presentations will examine ways usability work can embody phronesis in actively engaging users, clients, and stakeholders in community-building. In these ways the work examines long-standing questions about wisdom and ethics as communal practices in which technical communicators and usability testing can play a catalyzing role. Thus faculty running a usability research center, or directing service projects in a graduate course, can assert roles performing civic engagement and, through phronesis, as public intellectuals and community advocates.