Translinguality, transmodality, and difference : exploring dispositions and change in language and learning.

This collaborative piece explores the potential synergy arising from the confluence of two growing areas of research, teaching, and practice in composition (broadly defined): multi- (or trans-)modality, and trans- (or multi-) linguality

Passions, Pedagogies, and 21st Century Technologies

Once again, Gail Hawisher and Cynthia Selfe offer a volume that will set the agenda in the field of computers and composition scholarship for a decade. The technology changes that scholars of composition studies face as the next century opens couldn\u27t be more dramatic or deserving of passionate study. While we have always used technologies (e.g., the pencil) to communicate with each other, the electronic technologies we now use have changed the world in ways that we have yet to identify or appreciate fully. Likewise, the study of language and literate exchange, even our understanding of terms like literacy, text, and visual, has changed beyond recognition, challenging even our capacity to articulate them.https://digitalcommons.usu.edu/usupress_pubs/1118/thumbnail.jp

Writers Talk Featuring Cindy Selfe and Louie Ulman

Interview featuring Cindy Selfe and Louie UlmanOhio State University. Center for the Study and Teaching of Writin

Digital Publishing in the Arts and Humanities

Digital Publishing in the Arts and Humanities in four parts. [Part One:] Digital Publishing in the Arts and Humanities: An Overview (Melanie Schlosser). This presentation explores the history of scholarly publishing and current trends in the area of modern publishing, especially on digital platforms. Melanie Schlosser covers the evolution of scholarly publishing to suggest ways in which the academic environment has outgrown traditional mechanisms for sharing research and new opportunities for transforming scholarship, both in the dissemination of new knowledge and collaborative development of research. She provides examples of where the digital environment is furthering publishing economics, presentation of works, peer review, and collaboration as well as creating new challenges, such as in the area of rights. [Part Two:] A More Capacious Conception: Long-form Scholarship in Digital Environments (Cynthia Selfe). Cynthia Selfe discusses her experience with OSU’s gradual transition to embracing digital scholarship, including the different responses of the OSU Press and the OSU Libraries to the digital environment. She provides several examples of projects from Computers and Composition Digital Press (http://ccdigitalpress.org/) that suggest opportunities for OSU growth in this area. She examines the unique opportunities provided by digital platforms for enhancing the learning experience, sharing knowledge and expanding literacies. [Part Three:] Experiences with Electronic Educational Publishing (Wayne Carlson). Carlson reviews his long experience with using multimedia platforms to communicate scholarship in the area of computer animation. He shares different methods his colleagues have used to share scholarship, enhance learning, collaborate around discovery and move beyond the limitations of text. He recounts how video, hypertext, web sites, and electronic text books have moved scholarly publishing towards a more flexible, dynamic teaching and research environment. Through examining his past experience, Carlson explores the challenges and developments of digital tools in terms of authorship and appropriate delivery. [Part Four:] Digital Publishing in the Arts and Humanities Q&A Session. A portion of the Q&A session following the presentations of the panel for “Digital Publishing in the Arts and Humanities” records audience questions about digital publishing and insights into how we might develop initiatives at The Ohio State University.On Tuesday, November 20, 2012 from 3:00-4:30 pm in 165 Thompson Library, the Humanities Institute and the Digital Arts and Humanities Working Group hosted a panel discussion on "Digital Publishing in the Arts and Humanities." Panelists Melanie Schlosser (The Ohio State University Libraries), Cynthia Selfe (The Ohio State University, Department of English), and Wayne Carlson (The Ohio State University, Vice Provost for Undergraduate Studies and Dean of Undergraduate Education) explored ways in which publishing is changing in the arts and humanities, and led a discussion on the opportunities and pitfalls inherent in the world of digital publishing. The digital environment has enabled exciting new forms of scholarship, and made it possible to communicate and collaborate more openly and effectively. It also poses significant challenges for the traditional, print-based publishing ecosystem, and for those responsible for evaluating scholarship – including promotion and tenure committees. Panelists explored these issues with a diverse audience of OSU faculty and staff.Digital Publishing in the Arts and Humanities: An Overview (Melanie Schlosser) -- A More Capacious Conception: Long-form Scholarship in Digital Environments (Cynthia Selfe) -- Experiences with Electronic Educational Publishing (Wayne Carlson) -- Q&A Sessio

Introduction: Literate lives in the information age

This book chronicles the development of electronic literacies through the stories of individuals with varying backgrounds and skills. Authors Cynthia L. Selfe and Gail E. Hawisher employ these stories to begin tracing technological literacy as it has emerged over the last few decades within the United States. They selected 20 case studies from the corpus of more than 350 people who participated in interviews or completed a technological literacy questionnaire during six years of their study. The book is organized into seven chapters that follow the 20 participants in their efforts to acquire varying degrees of technological literacy. Each chapter situates the participants\u27 life-history accounts in the cultural ecology of the time, tracing major political, economic, social, and educational events, factors, and trends that may have influenced--and been influenced by--literacy practices and values. These literacy histories are richly sown with information that can help those in composition and writing studies situate the processes of acquiring the literacies of technology in specific cultural, material, educational, and familial contexts. These case studies provide initial clues about combinations of factors that affect--and are affected by--technological literacy acquisition and development. The first-hand accounts presented here offer, in abundant detail, everyday literacy experiences that can help educators, parents, policymakers, and writing teachers respond to today\u27s students in more informed ways

A historical look at electronic literacy implications for the education of technical communicators

This article investigates the ways in which a subset of technical communicators acquired electronic literacy from 1978 to 2000, a period during which personal computers became increasingly ubiquitous in the United States in educational settings, homes, communities, and workplaces. It describes the literacy autobiographies gathered from 55 professional communicators participating on the Techwr-l listserv, focusing on the large-scale trends that these autobiographies reveal. To supplement the findings from these autobiographies, the authors conducted face-to-face interviews with four case-study participants: a faculty member, a professional communicator, and two students of different backgrounds majoring in technical communication. The article concludes with observations about the development of technical communication instruction in the twenty-first century

Introduction: Testing the claims

The past two decades have yielded enormous and far-reaching changes in the way information is created and exchanged and used-with sophisticated computer networks like the Internet and the Web1 figuring centrally as environments for global communication. But how “worldwide? a literacy environment is the Web? How do cultural contexts affect the communication that occurs within this globally networked system of computers which appear to be culturally transparent? In what ways is the system itself culturally determined, structured, and ordered? How does the ordered space of the Web affect the literacy practices of individuals from different cultures-and the constitution of their identities-personal, national, cultural, ethnic through language? What literacy values characterize communication practices in this ordered space?

Computers and writing: Casting a broader net with theory and research

Today, teachers of English are faced with the problem of developing new vantage points from which to consider the use of computers in writing programs, writing classrooms, and individual writing processes. Until this time, the profession has subscribed to a limited view of computers and their effects on writing - a view circumscribed by the paradigms of other disciplines or by our own past experiences with teaching machines and paper-and-pencil composing. These visions are not capable of accommodating the larger and more radical changes wrought by the electronic medium we are now using. By subscribing to them, English teachers may, as Coleridge says, have created a tacit compact not to pass beyond a certain limit in speculating about computers. This paper suggests four overlapping areas of exploration, four points of departure that might help us spark creative re-formations of our thinking about computers and their relationship to writing: 1.) Computers and teaching writing, 2.) Computers and language theory, 3.) Computers and learning from the past, 4.) Computer research in other fields