Executive Editors and Founding Directors
Gail E. Hawisher is Professor Emeritus of English and founded in 1990 the Center for Writing Studies at the University of Illinois, Urbana-Champaign. She has primarily published in literacy and digital media studies, and has co-edited with Cynthia Selfe the international journal Computers and Composition, along with three book series. The book series encompass over 35 scholarly volumes published since 1989. Her published 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, 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 in the United States take up digital literacies. Most recently, with Patrick Berry and Selfe, she co-authored the born-digital Transnational Literate Lives in Digital Times (USUP, 2012). She has had the honor of presenting this scholarship to colleagues around the world in Australia, People’s Republic of China, New Zealand, Greece, Canada, Japan, Egypt, Zimbabwe, Russia, France, Brazil, Norway, the Netherlands and the United Kingdom. Her university has awarded her the Lynn M. Martin Award for Distinguished Women Faculty, the Campuswide Award for Excellence in Undergraduate Teaching (2004) and the University Distinguished Teacher/Scholar Award (2005). CCDP and its books have also been recognized for excellence on several occasions, receiving most recently the Conference on College Composition and Communication 2013 Research Impact and Advancement of Knowledge Awards for Hawisher and her coauthors' Transnational Literate Lives in Digital Times. With Cynthia Selfe, she is proud to edit the international Computers and Composition Digital Press (CCDP) along with a talented team of coeditors and colleagues.
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 Gail Hawisher, was presented with the Outstanding Technology Innovator award by the CCCC Committee on Computers. In 2013, Selfe—along with co-authors Gail Hawisher and Patrick Berry—was presented with both the CCCC Research Impact Award and the CCCC Advancement of Knowledge Award for their collective work on Transnational Literate Lives, a born-digital book with the Computers and Composition Press/Utah State University Press. 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 Stories That Speak to Us (with H. L. Ulman and S. L. DeWitt, CCDP/USUP, 2013), Transnational Literate Lives (with P. W. Berry and G. E. Hawisher, CCDP/USUP, 2012), Multimodal Composition: Resources for Teachers (Hampton Press, 2007), Gaming Lives in the Twenty-First Century (with G. E. 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).
Patrick W. Berry is an assistant professor of writing and rhetoric at Syracuse University. His research on literacy narratives, digital media and production, and community outreach includes work published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2007), the coauthored chapters of Ubiquitous Learning (2009) and Technological Ecologies & Sustainability (2009); forthcoming articles in Pedagogy (2014) and English Education; and the award winning born-digital Transnational Literate Lives in Digital Times (2012, with Gail E. Hawisher and Cynthia L. Selfe). He completed his doctoral work in the Center for Writing Studies and Department of English at the University of Illinois at Urbana-Champaign. He has taught courses in first-year composition, professional writing, magazine production, and digital media composing in diverse classrooms, including 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 is currently working on a book manuscript, Beyond Hope: Literacy, Mobility, and Possibility in an Age of Mass Incarceration.
Tim Lockridge is Assistant Professor of Multimedia Writing in the Department of Communication and Digital Media at Saint Joseph's University. His scholarship has appeared in Reconstruction: Studies in Contemporary Culture, The Journal of College Writing, and several edited collections. His dissertation, Beyond Invention: How Hackers Challenge Memory and Disrupt Delivery, received the 2012 Hugh Burns Dissertation Award from Computers and Composition. Tim's poems and short stories have appeared in many literary publications, and he blogs regularly at blog.timlockridge.com.
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).
Melanie Yergeau is an assistant professor of English at the University of Michigan. A recipient of the 2011 Hugh Burns Dissertation Award and the 2009 Kairos Best Webtext Award, she researches how disability studies and digital technologies complicate our understandings of writing and communication. She has published in College English, Disability Studies Quarterly, Computers and Composition Online, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Along with John Duffy, she served as a guest editor for the Summer 2011 special issue of DSQ on disability and rhetoric. Active in the neurodiversity movement, Melanie has served on the Board of Directors of the Autistic Self-Advocacy Network (ASAN) and the Autism National Committee (AutCom). She blogs semi-regularly at aspierhetor.com.
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.
Project Development Editor
Gary Bays is an associate professor of English at The University of Akron Wayne College where he teaches first-year composition, technical communication, and information design. His work has appeared in Teaching English in the Two-Year College, the Journal of Chemical Education, and the edited collections Innovative Approaches to Technical Communication and Resources in Technical Communication: Outcomes and Approaches. Bays has worked as an executive speechwriter at Chrysler Corporation and served on the editorial board of The Journal of the Conference on College Composition and Communication.
Technological Development Editor
Derek Van Ittersum is an Assistant Professor of English at Kent State University, where he teaches in the Literacy, Rhetoric, and Social Practice graduate program. His research traces the reciprocal development of new writing techniques and new writing technologies, most recently by examining the ways people develop and share their situated knowledge of rhetorical computing. His published work has appeared in Computers and Composition, Technical Communication Quarterly, and Composition Studies.
Social Media and Visibility Editor
Amber Buck is an Assistant Professor of English at the College of Staten Island, City University of New York. She has taught courses in digital media composition, business and technical writing, first-year writing, and the teaching of writing. Her work has appeared in Research in the Teaching of English, Computers and Composition, and a co-authored chapter in the edited collection Ubiquitous Learning (2009). Her research considers the ways that individuals use specific writing technologies and how they integrate these technologies within their daily lives. Her recent work examines the writing and identity practices of social network site users.
Harley Ferris is a PhD student in Rhetoric and Composition at the University of Louisville. His primary research interests include sonic rhetoric, publics, and new media. After dropping out of college to pursue music, Harley spent ten years as a graphic and web designer before returning to complete an undergraduate degree in English. Although now a graduate student, Harley remains active as a musician and as a freelance designer, both of which he brings into his scholarly work as much as possible. He has published essays, fiction, and poetry in both print and online journals, and his dissertation will consider the evolving role of the American folk singer as a (counter)public pedagogue from the 1930s to the present.
Ryan Trauman is a PhD candidate in Rhetoric and Composition at the University of Louisville. His dissertation argues for a historically situated approach to new media design. He is co-editor of a book of born-digital scholarship with Debra Journet and Cheryl Ball (CCPD & Utah State University Press, 2011). Trauman teaches each summer at the Digital Media and Composition Institute at the Ohio State University. His scholarship has appeared in Computers and Composition Online and Kairos, and he is co-author of a chapter in Teaching with Student Texts (USUP, 2011). His creative nonfiction has appeared in North Dakota Quarterly. Two of his video essays have been screened at the SSML Midwestern Film Festival, one of which is distributed by the Center for Digital Storytelling (2006). He is on the editorial board of the Journal of Undergraduate Multimedia Projects (The JUMP), and he blogs regularly at his informal, professional blog, New Media Scholar.
Public Outreach Editor
Estee Beck is an assistant professor of English at The University of Texas at Arlington where she teaches digital multimodal authoring and professional and technical writing. Her research analyzes intersections of computer algorithms, privacy, and surveillance connected with writing infrastructures. She also works as an accessibility editor for Enculturation and previously was an associate & assistant editor for Computers & Composition. Her published work appears in Kairos, Computers & Composition, and Hybrid Pedagogy.
Assistant Editor for Publicity and Community Outreach
Lorelei Blackburn is a PhD student in Rhetoric and Writing with a concentration in community literacy at Michigan State University where she teaches first-year and professional writing. Her concentration area is community literacy, and she is currently doing research in the areas of community and civic engagement to articulate a new approach to relationship-building--the outcomes of which are sustainability and reciprocity. She is also working to develop a relationship-based pedagogy based on her teaching practices. Originally from Chicago, Lorelei completed an MA in writing at DePaul University while working as a university writing center coordinator and a community outreach public librarian. Her most recent publication, “Assessing Sustainability,” written collaboratively with Ellen Cushman, appears in Unsustainable: Re-imagining Community Literacy, Public Writing, Service-Learning, and the University.
Zach Barlow is an undergraduate student in Writing and Rhetoric at Syracuse University. His writing and photography have appeared in numerous online and print publications, including The Daily Orange, Intertext, and The Elephant Journal. Previously, Zach worked as the assistant photo editor of The Daily Orange and editor of Intertext. He currently works as executive editor for New City Community Press and serves as president of the Writing and Rhetoric Student Organization. Born to an uneducated Haitian father and a European mother, Zach believes in the importance of giving a voice to those who might ordinarily find themselves silenced. With this goal in mind, Zach plans to pursue doctoral work in rhetoric and composition with a particular focus on community writing.
Caleigh Gran is an undergraduate student in the Writing and Rhetoric program at Syracuse University. She has served as an editor and graphic designer along with a team of classmates to develop Intertext, a magazine compilation of student writing. She has also written for Ocean City New Jersey Magazine and the American Red Cross, and, more recently, at the Make-A-Wish foundation as a PR/Communications intern where she writes and designs promotional materials. In addition, she is a senior editor and web director for the student-run publication What the Health. In her last semester, she will soon graduate with distinction and intends to pursue a career in publishing.
An undergraduate student at Syracuse University, Maddie Firkey studies writing and rhetoric, as well as psychology and neuroscience. Her recent experience as an editor and graphic designer for the 2016 publication of Intertext, a diverse collection of student writing, provided her first formidable introduction to the field of publishing. While she thoroughly enjoyed the publication process from start to finish, she highlights the meticulous task of editing manuscripts as most rewarding. In the future, Maddie hopes to enter the profession of Clinical Psychology, utilizing her editing skills enriched by her work at Syracuse University and Computers and Composition Digital Press.