PROVOCATIONS: Reconstructing the Archive
Patrick W. Berry, Gail E. Hawisher, & Cynthia L. Selfe, eds., featuring the work of Erin R. Anderson, Trisha N. Campbell, Alexandra Hidalgo, and Jody Shipka
Released: March 2016
PROVOCATIONS is a Computers and Composition Digital Press (CCDP) series focused on peer-reviewed, open-access projects that have the same specific gravity as a short monograph, but take the form of experimental genres, fruitful and unusual collaborations, and/or mediated, born-digital formats. PROVOCATIONS projects offer new scholarly perspectives, challenge current understandings of our field, and suggest new approaches to the work we do. Read more...
Sustainable Learning Spaces: Design, Infrastructure, and Technology
Eds. Russell Carpenter, Richard Selfe, Shawn Apostel, and Kristi Apostel
Released: November 2015
Sustainable Learning Spaces features chapters that tell the stories of how learning spaces embrace sustainability as they move from vision to reality (e.g., sustainable construction, finances, pedagogies, staffing, and technology lifecycles). The collection examines how newer and older centers anticipate and reinvent themselves to meet the challenges of new technology and the pedagogical needs of learners and instructors, as well as how people are addressing and adapting to the environmental challenges of e-waste that these centers inevitably create. Read more...
Techne: Queer Meditations on Writing the Self
Jacqueline Rhodes and Jonathan Alexander
Released: September 2015
Techne: Queer Meditations on Writing the Self is a book-length multimodal exploration of technologies, subjectivities, and affects. Blending phenomenology and auto-ethnography with queer theories, we delve into the multiple layerings of text, image, and technology as sites from which to perform/write/read ourselves in the digital age. Through image, text, video, and sound, Techne offers a multiplicitous and changing experience of reading and viewing to probe the often contradictory interplay between digital and traditional writing technologies and the author/ed self. Read more...
Strategic Discourse: The Politics of (New) Literacy Crises
Ed. Lynn C. Lewis
Released: March 2015
The notion of literacy crisis is a popular trope in the field of composition, rhetoric and literacy studies. Scholars such as Bronwyn T. Williams, Michele Knobel, Colin Lankshear, James Paul Gee, Cynthia L. Selfe and Gail Hawisher among many others have developed innovative heuristics in order to understand the nature of literacy learning in a digital age and enrich readers' understanding of the epistemologies underlying new literacy practices. However, Strategic Discourse considers the ways in which literacy crisis discourses have reinvented themselves in the twenty-first century through a richly textured view of these varied discourses. Read more...
Con Job: Stories of Adjunct and Contingent Labor
Megan Fulwiler and Jennifer Marlow
Released: March 2014
Con Job: Stories of Adjunct and Contingent Labor describes and makes visible the pedagogical, economic, and ethical costs of higher education’s growing reliance on adjunct and contingent faculty. Armed with a borrowed video camera, Megan Fulwiler and Jennifer Marlow, two teachers of composition, set out to record the voices of faculty who are often invisible in and marginalized by the institutions where they teach. Ultimately, the film calls on the field of Composition to use its collective rhetorical strength to challenge the current state of exploitative labor practices in writing instruction. Read more...
Digital Writing Assessment & Evaluation
Eds. Heidi A. McKee and Dànielle Nicole DeVoss
Released: September 2013
The chapters in Digital Writing Assessment & Evaluation place emphasis on assessment of digital writing—the methodological, technological, and ethical approaches for and issues involved with assessing multimodal, networked texts (and the student learning they represent). The fourteen chapters are organized into four sections, addressing equity and assessment, classroom evaluation and assessment, multimodal evaluation and assessment, and program revisioning and program assessment. Read more...
Stories That Speak to Us
Eds. H. Lewis Ulman, Scott Lloyd DeWitt, and Cynthia L. Selfe
Released: March 2013
Stories That Speak to Us—a digital collection of scholarly, curated exhibits—is designed to investigate literacy narratives from a number of perspectives: to explore why they are important, what information they carry about reading and composing, why they might be valuable, not only for scholars and teachers, but also for librarians, community literacy workers, individual citizens and groups of people. As the editors and authors collectively suggest, literacy narratives are powerfully rhetorical linguistic accounts through which people fashion their lives; make sense of their world, indeed construct the realities in which they live. Read more...
The New Work of Composing
Eds. Debra Journet, Cheryl Ball, and Ryan Trauman
Released: August 2012
The New Work of Composing is a book-length collection whose purpose is to examine the complex and semiotically rich challenges and opportunities posed by new modes of composing, new forms of rhetoric, new concepts of texts and textuality, and new ways of making meaning. In particular, this book explores how digital media are shaping our understanding of scholarly projects within composition studies. Read more...
Transnational Literate Lives in Digital Times
Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe
Released: February 2012
Transnational Literate Lives in Digital Times is a book-length project designed to document how people outside and within the United States take up digital literacies and fold them into the fabric of their daily lives. This research contributes to our knowledge of the impact of digital media on literate practices and also provides a basis for developing approaches for studying and teaching successful practices. Read more...
Collaborative Approaches to the Digital in English Studies
Ed. Laura McGrath
Released: December 2011
Collaborative Approaches to the Digital in English Studies joins the ongoing conversation about collaborative work in the humanities. Instead of focusing exclusively on the digital humanities or emphasizing only the large-scale computational analysis or archival projects typical of that field of study, the collection focuses on a variety of projects led by or involving English studies professionals in particular. Read more...
Technologies of Wonder
Susan H. Delagrange
Released: November 2011
Technologies of Wonder: Rhetorical Practice in a Digital World considers the theoretical and pedagogical implications of designing academic scholarship in interactive digital media, and proposes renewed emphasis on embodied visual rhetoric and on the canon of arrangement as an active visual practice. This project uses the concept of the Wunderkammer to argue for techné and wonder as guiding principles for a revitalized visual canon of arrangement and as new models of invention and intervention in multimodal scholarly production. Read more...
Released: March 2010
Teachers, students, and administrators interested in traditional literacy, electronic literacy, bilingualism, Latino/a studies, and media literacies showcasing the rise of technological literacies across generations and within the marginalized population on the U.S.-Mexico border will better understand literacy experiences in niche locations. From over a hundred surveys and interviews and a final focus on over 40 participants, Generaciones’ Narratives reveals how terms like sponsor and gateway become nuanced in significant ways, and how both refined and new terminology useful for niche studies comes into play. Read more...
Technological Ecologies & Sustainability
Eds. Dànielle Nicole DeVoss, Heidi A. McKee, and Richard (Dickie) Selfe
Released: May 2009
Together, computerized writing environments (e.g., physical spaces, hardware, software, and networks) and the humans who use and support such technologies comprise complex ecologies of interaction. As with any ecology, a human-computer techno-ecological system needs to be planned, fostered, designed, sustained, and assessed to create a vibrant culture of support at the individual, programmatic, institutional, and even national and international level. Local and larger infrastructures of composing are critical to digital writing practices and processes. In academia, specifically, all writing is increasingly computer-mediated; all writing is digital. Read more...