2012 Conference Schedule
Session Time: Friday Session C: 2:45-4:00
Appealing, Addressing, Involving: Putting Audience Front and Center
There is general consensus that asking students to write for “real audiences” helps them better understand the role of audience in the composing process. Proponents of digital technologies as teaching tools cite the ability to reach “real” audiences as a benefit of multimodal and online composition; however, students often have little understanding of audience, much less the complexities of online audiences.This panel will focus on the difficulties of teaching a complex and nuanced understanding of audience in the digital age and strategies for overcoming these difficulties in the classroom.
Speaker 1: An Appeal to Anyone: Finding and Founding Online Audiences
Speaker 2: Audience(s) Addressed: Who is this text (really) for?
Speaker 3: Audience Involved”: Using Audience Theory and Collaborative Usability To Analyze Audience and Community
- Chris Blankenship,University of Colorado - Colorado Springs
- Catherine Braun,The Ohio State University - Marion
- Deanna Mascle,Morehead State University - Morehead, Ky
Archi-TEXT-ures of Identity: The Impact of Web 2.0 on Graduate Student Representation
Focusing in on ePortfolios and various social networking sites, this panel will explore how graduate students build identities in digital spaces. In doing this, we hope to question such assumptions as: 1) singular vs. multiple identities and the ability to control self-representation; 2) how building a digital identity affects face-to-face identity within a classroom environment; and 3) a professional/personal divide on public digital spaces.
Speaker 1: Shaky Foundations: Establishing Professional Identity in Digital Spaces
Speaker 2: 'Pardon Our Dust’: Graduate Student Identity Reconstruction on Professional Social Networking Sites
Speaker 3: In Search of the ‘Dislike’ Button: a Call for the Discretionary use of Self-Affirming Technologies in the Composition Classroom
- Kristine L. Blair,Bowling Green State University
- Mariana Grohowski,Bowling Green State University
- Ken Hayes ,Bowling Green State University
- Matthew A. Bridgewater,Bowling Green State University
ArchiTEXTure of Invention in Two Writing Centers: New Media and the Multimodal Invention Process
We explore in what ways the invention process of video composition may be different from that of traditional written texts. Pressing questions include:
What ways can we think about invention processes and visual semiotics? How can we encourage students to become inventive through visual conceptualizations?
What is the role of architecture in the invention process of new media products? What meaning does the physical space of interaction have in new media invention?
- Sohui Lee,Stanford University
- Russell Carpenter,Eastern Kentucky University
- Christine Alfano,Stanford University
Composing in the dark: The texture of long exposure light painting
Composition teachers often assign multimodal projects in their classrooms. While we focus on the rhetorical choices and technological skills needed to create, we often undervalue the role that mental imaging and affect play in the composition process. This participatory session incorporates long exposure photography and LED Light Painting to compose with the texture of light. To see examples of light painting visit: http://jennifer-ware.com/lightpainting
Participants: This interactive session can only accommodate a limited number of participants (15-20) as there will be stations comprised of a digital camera, multiple colors and styles of LEDs, and scenes/air ”canvases” to paint with light. Everyone will receive the compositions as zip files via email after the workshop.
- Jennifer Ware,North Carolina State University
Differential Makings: Enacting Theories of Raced Experience in Digital Writing Research and Pedagogy
Foundational Computers and Writing scholarship has called for attention toward how diverse groups use technology, including identifying oppressive systems that deny technological access and better understanding racially situated embodied experiences with writing technologies. However, shifting from acknowledging a need for multiplicitous perspectives to actively enacting diverse ways of making meaning is complex work. Gloria Anzaldúa, for one, has cautioned us about approaches that “allude to the category, cite a few women-of-color texts, tack on a token book to their syllabus and assume they’ve dealt with race.” With these complexities in mind, panelists ask: How might we put differential ways of making meaning at the theoretical center of Computers and Writing teaching and research? How do we build accounts of raced experience with technology that retain the complex constellations of objects, stories, and people that intersect in digital writing?
Speaker 1: “Messy” Research: How to Listen and See the Mess of Access Enacted
Speakers 2 and 3: Operationalizing Conocimiento: Enacting Chicana Rhetoric in Computers and Writing Pedagogy and Research
- Douglas Walls,University of Central Florida
- Stacey Pigg,University of Central Florida
- Kendall Leon,Purdue University
Empowerment Through Digital Discourse: Potentials for Digital Literacy in Blogging, Digital Storytelling, and E-Learning
This panel will explore multimodal consumerism in digital music blogs, digital storytelling and collaborative rhetoric in communities of developmentally disabled individuals, and the implications of changing authorship on e-learning and accessibility.
Speaker 1: Digital Literacy and Music Blogging: Consumers, Creators, and Evolving Authorship
Speaker 2: Disability Rhetoric in a Digital World: Digital Storytelling with Developmentally Disabled Individuals
Speaker 3: Visual Literacy, Authorship and Potentials for E-learning
- Liz Lane,DePaul University
- Kimberly Coon,DePaul University
- Heather Eidson,DePaul University
Into the mix: Technologies in the First Year Writing Classroom
First Year composition students come to us with a variety of technological capabilities and interests. This panel explores how instructors at different institutions and in different learning environments take advantage of the tools they have to enhance their classrooms. Using these tools can help address technological anxiety, encourage a more nuanced writing process, and challenge the boundaries of the traditional classroom.
Speaker 1: "I Don't Know What You Want": Using Google Docs in Writing Workshops to Create Sample Student Papers
Speaker 2: “I’d Rather Hand Write the Assignment: Easing Student Transition to Multi-Modal Writing”
Speaker 3: #Post Pedagogy: Twitter and a Pedagogy of the Act
- Karla Lyles,Georgia Southern University
- Abigail A. Grant,College of the Albemarle
- Megan McIntyre,University of South Florida
Invention in the Age of Electronic Literacy
This panel explores invention in the age of electric literacy: the effect on science learning when an elementary classroom shifts from a conventional to a digital space, the use of sketchnotes that bring the visual modalities of electracy to invention, and Web 2.0 technologies used for invention in composition classes.
- Michael Carter,North Carolina State University
- Eric N. Wiebe,North Carolina State University
- Scott Nelson,University of Texas at Austin
- Lilian Mina,Indiana University of Pennsylvania
Performing Online: Opportunities and Challenges in Digital Spaces
From the impact of social media in the composition classroom, to the management of sexual identity in video blogs, to the importance of site design for Internet credibility, this panel considers the opportunities and challenges of digital spaces as realms where our personal, professional, and academic lives are increasingly enacted.
Speaker 1: Blogsolation: The Impact of Coming Out Blogs and Videos on Gay Identity
Speaker 2:Facebook Use Among First-Year Composition Students
Speaker 3: Managing an Online Identity: "Distributed Credibility" in Digital Spaces
- Fernando Sanchez,Purdue University
- Ryan Shepherd,Arizona State University
- Geoffrey Middlebrook,University of Southern California
Pinch, Tap, Swipe: Using iPads to Rethink the Construction of Digital Texts and Spaces
This roundtable examines how tablet computers, specifically the iPad, are used as both an archiTEXTure object and a medium for constructing the archiTEXTure of writing spaces, particularly the writing center. We look at how this new media technology enhances and challenges the way we engage students in their writing process, how we facilitate workshops and give presentations, and consider the iPad as a material object and mobile composition tool, as well as examine the wide and varied uses of tablets across life spaces.
- Dianna Baldwin,Michigan State
- John Lauckner,Michigan State
- Rachael Hodder,Michigan State
- Casey Miles,Michigan State
- Dean Holden,Michigan State
The Problem Is Local: How Looking at Computers Sometimes Stops Us From Seeing Writing
The situations of students' networked writing increasingly require us to rethink spaces of representation and value as enacted in conventional dichotomies between "local" and "global" and between "online" and "real life." Each panelist demonstrates how these conventional dichotomies are becoming increasingly fraught.
- Linh Dich,University of Massachusetts at Amherst
- Mike Edwards,United States Military Academy at West Point
- Mike Trice,Texas Tech University
- Leslie Bradshaw,University of Massachusetts at Amherst
Writing Beyond Classroom Walls
This panel looks at the variety of ways that classroom projects can extend beyond the physical bounds of the classroom and institution, into dynamic situations with authentic audiences. Panelists will explore service learning, blogging, and transdiciplinary multimodal projects as productive means of expanding the composition classroom.
Speaker 1: Beyond Reflection: Writing Digitally with Communities in Service Learning
Speaker 2: For Real this Time, Taking the Composition Classroom Online and Outside of School
Speaker 3: Tuning archiTEXTure for Transdisciplinary Contexts
- Stacy Nall,Purdue University
- Kathryn Trauth Taylor,Purdue University
- Marc C. Santos,University of South Florida
- Mark H. Leahy,University of South Florida
- Mark Hannah,Arizona State University