New Directions in Computers and Composition - Böcker

This book examines how one can teach composition with computers while reflecting critically on the ways technology affects student literacies, faculty labor issues, and the educational environment at contemporary universities. It develops an economic, political, and cultural account of the field of computers and composition. Of special importance is the analysis of how the employment of new technologies in writing classes affects student writing, faculty research, pedagogical innovations, and the employment practices of research universities.

This book examines how one can teach composition with computers while reflecting critically on the ways technology affects student literacies, faculty labor issues, and the educational environment at contemporary universities. It develops an economic, political, and cultural account of the field of computers and composition. Of special importance is the analysis of how the employment of new technologies in writing classes affects student writing, faculty research, pedagogical innovations, and the employment practices of research universities.

This book takes up the complicated question of writing faculty development and the training necessary to address shifting definitions of literate acts. Specifically, it focuses on issues of aging, addressing both attitudes toward aging literacies and the role that age plays in the acquisition of new literacy practices. It suggests the necessity of becoming more literate about how current research on aging might impact the field of rhetoric and composition studies.

This book takes up the complicated question of writing faculty development and the training necessary to address shifting definitions of literate acts. Specifically, it focuses on issues of aging, addressing both attitudes toward aging literacies and the role that age plays in the acquisition of new literacy practices. It suggests the necessity of becoming more literate about how current research on aging might impact the field of rhetoric and composition studies.

In this book the author argues that many youth are using the Web to experiment with and deploy a number of surprising rhetorical strategies that tell us much about their vision for the new communications technologies and the emerging literacy practices they are using to engage that technology. Such literacy practices foreshadow potential changes in rhetorical and literacy practices. It offers a complex and telling portrait of the future use of communications technologies, particularly the Web, and the kinds of literacies that some youth are developing with those technologies.

In this book the author argues that many youth are using the Web to experiment with and deploy a number of surprising rhetorical strategies that tell us much about their vision for the new communications technologies and the emerging literacy practices they are using to engage that technology. Such literacy practices foreshadow potential changes in rhetorical and literacy practices. It offers a complex and telling portrait of the future use of communications technologies, particularly the Web, and the kinds of literacies that some youth are developing with those technologies.

This book focuses on the development of new theories and pedagogies of distance learning in the English class. It is a serious discussion of the development of effective means of conveying information, developing knowledge and perfecting skills. Through scholarly analyses it shows how distance learning calls instructors of English to different roles in the performance of their duties.

This book focuses on the development of new theories and pedagogies of distance learning in the English class. It is a serious discussion of the development of effective means of conveying information, developing knowledge and perfecting skills. Through scholarly analyses it shows how distance learning calls instructors of English to different roles in the performance of their duties.

This volume addresses several concerns: What labor, workplace, and technology issues should composition as a profession be concerned with in the 21st century? How does technology affect the shape of academic labor? How have working conditions in composition affected the ways technology is used? The authors in this collection have turned their attention to these questions, arguing that composition workers (researchers, scholars, administrators, and teachers) have much to think about in relation to articulation of their professional identity.

This volume addresses several concerns: What labor, workplace, and technology issues should composition as a profession be concerned with in the 21st century? How does technology affect the shape of academic labor? How have working conditions in composition affected the ways technology is used? The authors in this collection have turned their attention to these questions, arguing that composition workers (researchers, scholars, administrators, and teachers) have much to think about in relation to articulation of their professional identity.

This book provides readers with a critical self-reflective approach to studying the impact of social, cultural, historical, political, and educational backgrounds on the acquisition of literacy. It adds to the work that values contextual approaches to studying technological literacy acquisition, acknowledges the researcher's positionalities in conducting research, and demonstrates how becoming an effective educator and researcher in a diverse society is not just a matter of acquiring information, but rather a process of personal growth and transformation.

This book provides readers with a critical self-reflective approach to studying the impact of social, cultural, historical, political, and educational backgrounds on the acquisition of literacy. It adds to the work that values contextual approaches to studying technological literacy acquisition, acknowledges the researcher's positionalities in conducting research, and demonstrates how becoming an effective educator and researcher in a diverse society is not just a matter of acquiring information, but rather a process of personal growth and transformation.

This volume focuses on how writing technologies, specifically digital technologies, affect research - shaping the questions asked, the sites studied, the methodologies used, ethical issues, conclusions, and the actions taken by scholars, researchers, and teachers. The focus of each chapter is on articulating particular methodologies and ethical approaches for conducting digital research. It will offer experienced and new researchers an introduction to possible approaches and related methodological and ethical issues.

This volume focuses on how writing technologies, specifically digital technologies, affect research - shaping the questions asked, the sites studied, the methodologies used, ethical issues, conclusions, and the actions taken by scholars, researchers, and teachers. The focus of each chapter is on articulating particular methodologies and ethical approaches for conducting digital research. It will offer experienced and new researchers an introduction to possible approaches and related methodological and ethical issues.

This is a book about how people use advanced information technologies to write for community change. The author argues that the work of citizenship is knowledge work - on the same order as that expected of workers in business and industry. The importance of this book is in the way it understands writing and technology, and the implications of these understandings for how we need to teach and learn with students.

This is a book about how people use advanced information technologies to write for community change. The author argues that the work of citizenship is knowledge work - on the same order as that expected of workers in business and industry. The importance of this book is in the way is understands writing and technology, and the implications of these understandings for how we need to teach and learn with students.

This book opens with an historical perspective on literacy, arguing that literacy has gradually reached new social classes in Europe. Literacy has also become a more complex due to technological innovation. Whereas literacy has historically been defined as the ability to read and write printed words and images, the emergence of digital media has contributed to new understandings and combinations of modalities in texts, including animations, graphics, and audio. As computer technologies and new media forms have been transformed, so have the means of distribution changed from mainly print to a stream of bytes accessed through the Internet. In this book, literacy is understood as a fairly established set of social practices that people draw on in encounters with quite specific challenges and technologies. The twelve chapters explore communication processes in which voice, data and media merge, each chapter bringing to light the kinds of literacies that are practised and developed in film and TV reception, e-mail and Web communication, schools and museums, Internet-based political forums, and marketing campaigns. Many of the chapters argue that the development of literacy is best served by breaking with historical divisions between not only individual disciplines, but also between in-school and out-of-school literacies.