Editors' Biographies

Executive Editors and Founding Directors

Gail E. Hawisher is Professor of English and founding Director of the Center for Writing Studies at the University of Illinois, Urbana-Champaign.  She has primarily published in literacy and technology studies, and co-edits with Cynthia Selfe the international journal Computers and Composition, along with the Hampton book series, New Dimensions in Computers and Composition. The book series features over 15 scholarly volumes published since 2004.  Her recent work with Cynthia Selfe includes Global Literacies and the World Wide Web (Routledge, 2000) and Passions, Pedagogies, and 21st Century Technologies (Utah State University Press, 1999), which won the Distinguished Book Award at Computers and Writing 2000.  She and co-author, Cynthia Selfe, have also published the book-length Literate Lives in the Information Age (Erlbaum, 2004), which uses life history interviews to look at how people take on digital literacies.  Continuing that line of research, Gaming Lives in the 21st Century: Literate Connections (Palgrave, 2007) was published last year. In her everyday work through the Center for Writing Studies and its programs, she likes to think that she works to change—with lots of help from good colleagues—the culture of teaching at her large research university.  

Cynthia L. Selfe is Humanities Distinguished Professor in the Department of English at The Ohio State University, and the co-Founder, with Gail Hawisher of Computers and Composition Digital Press. In 1996, Selfe was recognized as an EDUCOM Medal award winner for innovative computer use in higher education—the first woman and the first English teacher ever to receive this award.  In 2000, Selfe, with long-time collaborator Hawisher, was presented with the Outstanding Technology Innovator award by the CCCC Committee on Computers. Selfe has served as the Chair of the Conference on College Composition and Communication; the Chair of the College Section of the National Council of Teachers of English; and, with Hawisher, the co-editor of Computers and Composition: An International Journal. Selfe has authored, co-authored, edited, and co-edited numerous books on computers in composition studies including Multimodal Composition: Resources for Teachers (Hampton Press, 2007), Gaming Lives in the Twenty-First Century (with G. Hawisher, Palgrave Macmillan, 2007), Literacy and Technology in the 21st Century, the Perils of Not Paying Attention (SIU Press, 1999), Literate Lives in the Information Age:  Narratives of Literacy from the United States (with G. Hawisher, Lawrence Erlbaum, 2004), Writing New Media:  Theory and Applications for Expanding the Teaching of Composition (with A. Wysocki, J. Johnson Eilola, and G. Sirc; Utah State University Press, 2004), Computers and the Teaching of Writing in American Higher Education, 1979-1994:  A History (with G. Hawisher, P. LeBlanc, and C. Moran, Ablex, 1996). 

Editors

Jason Palmeri is Assistant Professor and Coordinator of Digital Writing in the English department at Miami University (Ohio). Jason teaches and researches in the areas of composition history/theory, computers and writing, digital rhetoric/design, professional communication, creative nonfiction, and disability studies.  Jason is currently working on a book project on Multimodality and Composition Studies, 1960-Present.

Richard (Dickie) Selfe is an Assistant Professor and Director of the Center for the Study and Teaching of Writing (CSTW) at the Ohio State University. The CSTW conducts research and provides services on writing in 21st-century contexts through a Writing Center, WAC & Outreach programs, a Writing Minor, and the Student Technology Consultant program. Selfe’s academic interests lie at the intersection of communication pedagogies, programmatic curricula, and the social/institutional influences of digital systems. His most recent book-length project is entitled Sustainable Communication Practices: Creating a Culture of Support for Technology-rich Education (2005). Selfe’s recent publications also include “Anticipating the Momentum of Cyborg Communicative Events” (2010), “English Studies and the University Experience as Intellectual Property: Commodification and the Spellings Report” (2007), “Teacher Quality: The perspectives of NCTE members” (2006).

Karl Stolley is an Assistant Professor of Technical Communication at the Illinois Institute of Technology in Chicago, where he teaches graduate courses in information architecture, including standards-based Web design. His research areas include digital production literacy, the rhetorical impact of open formats and standards, and visual rhetoric. Karl also serves as co-editor of the Inventio section for the online journal Kairos, and is playing a central role in Kairos' visual and structural redesign. He maintains a blog and portfolio at http://karlstolley.com.

Professor H. Lewis Ulman teaches courses in digital media, literature and environment studies, and rhetorical theory, history and criticism at Ohio State University. He has authored Things, Thoughts, Words, and Actions: The Problem of Language in Late Eighteenth-Century British Rhetoric (SIUP, 1994), edited The Minutes of the Aberdeen Philosophical Society, 1758-1773 (Aberdeen UP, 1990), and published articles on eighteenth-century British philosophy and rhetoric, American nature writing, and digital media. Ulman regularly collaborates with his students on electronic textual editions of unpublished nineteenth-century American manuscripts. He is also a founding partner in the Digital Archives of Literacy Narratives (DALN) with Cynthia L. Selfe. 

Project Directors

Kristine Blair is Professor and Chair of the English Department at Bowling Green State University. In addition to publications on gender and technology, online learning, electronic portfolios, and the politics of technological literacy acquisition, Blair has served as the editor of the journal Computers and Composition Online since 2003. In 2007 she received the national Technology Innovator Award from the Conference on College Composition and Communication's Committee on Computers and Composition. Blair currently directs the Digital Mirror Computer Camp, an outreach initiative for girls in grades 6-8 funded by a national American Association of University Women Community Action Grant.

Stephanie Vie is an Assistant Professor of Composition and Rhetoric in the Writing Program at Fort Lewis College in Durango, Colorado, where she teaches professional and technical writing, first-year composition, public speaking, and science fiction. Her research interests are in online social networking and computer games, particularly how these technologies impact literate practices.  She is an Assistant Editor for Kairos: A Journal of Rhetoric, Technology, and Pedagogy and a copyeditor for Community Literacy Journal at Michigan Technological University.  Her work has appeared in Computers and Composition, e-Learning, and Computers and Composition Online. 

Associate Editor and Designer

Patrick W. Berry is a PhD candidate in the Center for Writing Studies and Department of English at the University of Illinois at Urbana-Champaign and a 2009-2010 HASTAC scholar. He has taught courses in first-year composition, professional writing, magazine production, and digital media composing in diverse classrooms, most recently in the context of a medium-high security prison. Originally from New York City, he completed an MA in literature at Brooklyn College while working in magazine publishing before turning to his chosen field of Writing Studies. His published work appears in Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2007) and, more recently, in the coauthored chapters of Ubiquitous Learning (2009) and Technological Ecologies & Sustainability (2009). “Making Teachers, Making Literacy: Living Narratives of Writing, Social Mobility, and Hope,” his dissertation, concentrates on how writing teachers negotiate personal literacy histories with understandings of literacy theories, and how those negotiations figure into projected narratives of literacy teaching and its meaning for students of diverse socioeconomic backgrounds. He is currently busy at work on completing his dissertation study.

Editorial Design Director

Melanie Yergeau is a Ph.D. candidate in Rhetoric, Composition, and Literacy at The Ohio State University. A recipient of the 2009 Kairos Best Webtext Award and the 2008 Kairos Graduate Student Award for Service, she researches how disability studies and digital technologies complicate our understandings of writing and communication. She has published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy; Computers and Composition Online; and as of winter 2010, in Disability Studies Quarterly. She is also an associate editor of Computers and Composition. Active in the neurodiversity movement, Melanie serves on the Board of Directors of the Autistic Self-Advocacy Network (ASAN) and directs the Central Ohio chapter of ASAN. She blogs semi-regularly at aspierhetor.com.