Patrick W. Berry is an associate 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 the author of Doing Time, Writing Lives: Refiguring Literacy and Higher Education in Prison.
Amber Buck is an Assistant Professor of English at the University of Alabama. 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. Amber also runs the CCDP Digital Fellows program.
Tim Lockridge is an assistant professor of English at Miami University in Oxford, Ohio. He is the author of Translinguality, Transmodality, and Difference: Exploring Dispositions and Change in Language and Learning (written with Cynthia L. Selfe & Bruce Horner) and Writing Workflows: Beyond Word Processing (written with Derek Van Ittersum), as well as articles in Computers & Composition and Kairos. Tim also maintains Rhetorlist and is working on digital publishing & preservation resources.
Derek Van Ittersum is an Associate 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 practices and new writing technologies. His published work has appeared in Computers and Composition, Technical Communication Quarterly, Computers and Composition Online, and Composition Studies.
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.
Savanna is a Ph.D. student in in Writing, Rhetorics, & Literacies at Arizona State University, where she teaches first-year and professional writing and studies social media pedagogies. Her current research considers how social media might might help educators connect learners across otherwise-sequestered classroom spaces, as well as how social media materially and conventionally mediates invention (or, as we call it on
Ruth Li is a Ph.D. student in the Joint Program in English and Education at the University of Michigan, Ann Arbor, where she teaches first-year and upper-level writing classes. Before joining the program, she taught high school English for three years at public charter schools in Utah and Florida. Her research examines college students' literary analysis writing, drawing from theories and frameworks on the reading-writing connection. More broadly, she is interested in writing development, composition pedagogy, and digital literacies and rhetorics.
Mandy Olejnik is a PhD student in composition and rhetoric at Miami University in Oxford, Ohio, where she serves as Graduate Assistant Director of Writing Across the Curriculum Programs at the Howe Center for Writing Excellence. Her current research centers on how graduate students learn to write and how faculty can support and mentor graduate writers, drawing from theories of transfer, threshold concepts, and rhetorical genre studies.
Charles is a third-year Ph.D. student at Illinois State University. Originally from Birmingham, Alabama, Charles graduated with a Master's of Arts degree from the University of Montevallo. His academic focus is in rhetoric, writing studies, and technical communication, including research in digital rhetoric at the intersection of identity formation, ethics, and Big Data. In his spare time, Charles enjoys spending time with his partner and their two pups, Stanley and Peter. Follow him on Twitter @charles_woods1 and listen to his podcast, The Big Rhetorical Podcast.
James Eubanks is CCDP's 2019-2020 Preservation Associate Editor. James is a Composition, Rhetoric, and English Studies PhD student at the University of Alabama. His research interests include African American Rhetoric, composition pedagogies and Digital Humanities. His current work is examining the spatial shift from traditional church-centered civic engagement in the African-American community to online spaces like Twitter. Speaking of Twitter, follow him @treesquire
Annie Shi is a senior at Syracuse University who’s pursuing a major in Writing, Rhetoric, and Composition, and a minor in English and Textual Studies. Having moved around a lot in East Asia, she’s accumulated broad fields of interest and professional experience in technical writing and copywriting, as well as web and game design — anything that mixes the incredible potential of the written word with the endless possibility of digital platforms. She’s fluent in Mandarin and Japanese, and tries her best to be conversational in Java. After graduation, she intends to pursue an MFA in Fiction; in the meantime, she’s focused on using her love for storytelling to make a difference in the communities she belongs to.
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).