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.
Tim Lockridge is an assistant professor of English at Miami University in Oxford, Ohio. His scholarship has appeared in Computers & Composition, 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. He is the co-author (with Cynthia Selfe & Bruce Horner) of Translinguality, Transmodality, and Difference: Exploring Dispositions and Change in Language and Learning (Enculturation Intermezzo), and he is currently working on two monograph projects.
Melanie Yergeau is an associate professor of English at the University of Michigan. She is the author of Authoring Autism: On Rhetoric and Neurological Queerness (Duke UP, 2017), and her work has also appeared in Journal of Social Philosophy, College English, Disability Studies Quarterly, Computers and Composition Online, and Kairos, among other venues. 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 autistext.com.
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.
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.
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.
A 21 year veteran of teaching at the secondary level, Kelly Wheeler has returned to school and is a first year PhD student in the Joint Program English and Education at the University of Michigan. With interest areas in multimodality, visual rhetoric, material rhetoric, and embodiment, Kelly’s recent studies have examined how Composition coursework is defined and whether we are meeting the needs of future students in our Composition classrooms and how bodies are impacted by media, specifically propaganda in online spaces.
Michelle Tiburcio is a senior at Syracuse University majoring in Writing Studies, Rhetoric & Composition with a minor in Information Management & Technology. Her research interests are rooted in finding the intersection between visual design and rhetoric. The nature of her studies have allowed her to explore the importance of structure, detail, and syntax in the creation of content, and she specifically applies these principles to her web & graphic design work.
Brian Gaines is a digital artist and PhD candidate in the interdisciplinary Rhetorics, Communication, and Information Design program at Clemson University, where his research interests reside at the intersection of Postdigital Aesthetics, visual rhetoric, and surveillance studies. His work has appeared in Sweetland Digital Rhetoric Collaborative, Textshop Experiments, and his forthcoming essay, “Digital Détournement:A Situationist Approach to Resisting Surveillance in the Googlized World,” will be published by Parlor Press in Winter 2019.
Lacy Hope is a third-year PhD candidate at Washington State University where she teaches intro to college composition, FYC, and technical communication courses. Her research examines the development of the digital public sphere as it manifests on social networking sites by analyzing the intersections of online composition practices, demonstrations of (in)civility, and capital-influenced algorithms. She has presented at multiple conferences including CCCC, Computers & Writing, and PCA/ACA, and her published works appear in Kairos and Res Rhetorica.
Bailey Poland is a second-year PhD student in the Rhetoric and Writing program at Bowling Green State University. She is the author of Haters: Harassment, Abuse, and Violence Online, and her work will appear in the forthcoming edition of Gender Violence: Interdisciplinary Perspectives. Her research interests include digital rhetorics, feminist rhetorical practices, and historiography.
Ja’La Wourman is a PhD student in the Department of Writing, Rhetoric, and American Cultures at Michigan State University. Her research looks at intersections of culture in technical communication, with a focus on African American visual & digital rhetoric. Prior to graduate school, she worked as an assistant writer for a large church in Columbus, Ohio while obtaining her ministry degree. This experience opened up the door for her to pursue a M.A in Written Communication, specializing in professional and technical writing. As a military brat (Navy) she spent eight years living in Japan, which played a large role in how she sees culture and rhetoric intertwined. She is also the founding editor in chief of RG4C.com, a faith-based digital platform targeted at college-age and early-career women.
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).