This workshop will provide participants with tools, strategies, and approaches to hacking the classroom space to form productive learning environments. The conversations and activities in this workshop will focus on adapting and re-envisioning the classroom as techne--designing, crafting, hacking, making the space for/with/alongside students. Participants will engage in hands-on activities to “hack” classroom spaces while also involving students in the process. Through these activities participants will be encouraged to foster a reflexive, critical, and flexible approach to classroom spaces and will develop hacking heuristics to apply to their unique institutional contexts.
This workshop will examine Tumblr as a space of wonder: a social media application through which students can explore writing and research, various rhetorical situations, and community building in ways that encourage a bridging of literacies inside and outside the composition classroom. Workshop leaders will outline two different assignments using Tumblr— one short term and one over the course of a semester — and show examples of student work in their classes to demonstrate how social media can be not only a tool for writing, but more importantly a part of the process. Attendees will actively engage with workshop leaders and other participants on a group Tumblr site created for the workshop. For the majority of the workshop, attendees will work to design a learning space on their own Tumblr site as well as a Tumblr-connected assignment they plan to teach. Such work will provide attendees a tangible and transferrable outcome of the workshop. Ultimately, this workshop models ways to work with social media as spaces that engage students in writing, researching, and learning within a supportive community setting.
As writing is increasingly performed in online shared spaces, and humanities research becomes more dependent on external funding, collaborative work is more important than ever. Although collaborative teaching and learning are nearly ubiquitous, scholarship in Computers & Writing speaks more to classrooms than our own research and professional development. This full-day workshop supports sustainable research in our field by helping research teams learn to communicate and collaborate in a manner which both supports joint decision-making and sustains long-term research. We share lessons learned from our interdisciplinary, inter-institutional research project focused on research and professional development in writing instruction. Through intensive participant-facilitator collaboration, we offer attendees opportunities to gain experience using digital tools, redirect communication breakdowns productively, build frameworks for scaffolding active work, and network with researchers similarly interested in helping writing research become more sustainable, efficient, and effective.
Unity is currently one of the most popular and freely available game engines. A number of popular games, including Fallout Shelter, Hearthstone, and Temple Run are all made in Unity. This workshop will introduce participants to this powerful tool through the creation of a simple 2D platformer game. No previous coding or art skills will be required- the workshop presenter will introduce some basic C# coding and provide all assets required for the session.
You’ve tinkered with an audio editor and maybe even taught a class or two that included an audio project and now you are anxious to do more. The affordances of many Digital Audio Workstation (DAW) programs offer sonic rhetoricians features that can engage us in listening to and shaping audio with a sense of play that promotes invention and re-sounding in multi-modal projects. This workshop will demonstrate some of the most useful of these features, while teaching participants listening skills that can stimulate their thinking about how sound affects. Participants will experiment with fx by using a DAW to remediate a text of their choice.
Inspired by Daniel Anderson’s “Low Bridget to High Benefits” approach to integrating multimodal composing in first-year composition in ways that affirm and celebrate students as “motivated agents of change,” this workshop will be facilitated by two faculty members and two undergraduate students who published an e-book about innovations in 3D printing as part of a first-year composition course.
James E. Porter is a Professor in the Department of English and the Armstrong Institute for Interactive Media Studies at Miami University, where he has served as Director of Composition and as Director of the English language program for international students. At Miami he teaches courses in rhetoric theory and history, digital media ethics, interactive business communication, and data visualization. Porter’s research focuses on rhetoric, ethics, and professional communication. He is the author of Audience and Rhetoric (1992), as well as several books on digital rhetoric, including The Ethics of Internet Research(2009), written with his colleague and partner Heidi McKee. He and McKee have a new book coming out in 2017: Professional Communication and Network Interaction: A Rhetorical and Ethical Approach, which will be published by Routledge in their Studies in Rhetoric and Communication series. Dr. Porter grew up in Cleveland, Ohio; received his undergraduate degree from John Carroll University; and completed his MA at the University of Michigan and his PhD at the University of Detroit. He tweets @reachjim.
(limited to 30 participants - Sign up at registration)
Presenters: Jenne Cairns and Kristen Hudson
Do you ever wonder why some people find a permanent place in local lore while others fade into obscurity? Everyone knows that Findlay is home to composer Tell Taylor, but Findlay is also the hometown of Grant Johnson. Johnson has the distinction of being not only one of the ‘heavy hitters’ in early professional baseball, but also was an African-American man playing on a racially-integrated team in Findlay in the late 1890s. Through primary source photographs provided by the Hancock Historical Museum, and additional information gleaned from digital research, this presentation includes a virtual museum exhibition about Johnson and his life, using modern technology to help bring this historic Findlay native the attention he deserves.
The Black Heritage Library and Multicultural Center is a non-profit organization dedicated to the promotion of diversity education and intercultural experiences. In existence for over 30 years, the Center blends art understanding and appreciation with civic and cultural education, and public service.
NOTE: This workshop and travel time conflicts with A Sessions
The Eye of the Imagination: Excavating the Memory Palace for Composition Studies | Seth Long: For centuries, rhetoric's fourth canon was synonymous with the memory palace. It was an inner space filled with vivid, emotionally charged sights and sounds whose purpose was to facilitate invention. In this presentation, I argue for a contemporary pedagogical revitalization of this ancient practice, a revitalization grounded both in traditional mnemonic imagery as well as digital visualizations that mimic the classical memory palace, such as networks and infographics.
Multimodality as Rhetorical Agency: Exploring Pro-ana Web Spaces to Cultivate Online Community | Stephen Raulli: One relatively new subculture on the Internet is pro-ana, which is populated by girls with eating disorders who claim the illness is a lifestyle choice. While scholarship has begun to acknowledge these controversial spaces, the outside world looks at them with shock and wonder while users demonstrate their technofeminist savvy by recreating their individual digital identities. My presentation argues for the support of the boards, as the girls play with multimodality and the reclamation of medical rhetoric.
The Effects of WhatsApp Group Chat on Students’ Attitude Towards Composition Courses Offered at a Prominent University in Jamaica | Norty Antoine: There is no clear agreement or study supporting the use of Social Media in writing pedagogy in the Caribbean. There is a belief that the cellular phone, as a personal communication device, symbolizes informal communication and should not be used to facilitate communication between teachers and students who are engaged in the formal process of learning. The researcher provides early results of how he challenged this idea by introducing WhatsApp Group Instant Messaging platform into composition classes.
This panel explores three pedagogical projects with young writers that take up techne as an exploratory “process of making, and thinking, and re-making, through which meaning and knowledge are constructed” (Delagrange, 2011, p. 37). Through amplifying the intra-actions of writers, tools, and objects, this panel transforms knowledge into action by highlighting young writers’ wondering and wandering with techn(e)olog.
This roundtable session will explore the work of wonder and affect within everyday computing experiences. Each participant will introduce a professional practice or technique they’ve developed over time—ranging from communication applications to computing shortcuts to version control systems—and bring light to some of the more obscured parts of our day-to-day work. Participants will address both the technical and affective elements of these practices: why they are useful, and how they feel about them. These affective dimensions of composing are typically submerged in our contemporary accounts of composing and pedagogical practices. The goal of this panel is to center the affective and to describe the wonder of doing something new or useful with a computer technology for composing. Through a series of short narratives, panel members will describe a composing practice that moved them, that made them (and continues to make them) happy when they first discovered it or learned to do it.
Hesse observed in 2013 that Rhetoric and Composition has “collectively jacked up expectations for individual agency, success, and status, in ways difficult for all aspirants to achieve or the profession to sustain” (18). This tension is particularly vexing for parents, who often compete with their own vision not just of an ideal scholar, but also with societal depictions of ideal parenthood (Comer 100). This panel explores the intersection of three identities: Gamer, Academic, Mother, and takes a critical look at how each informs and sustains the others. While gaming is certainly not a way to cut the Gordian knot, the panelists’ collective experiences as gamers offer some insight into the intricacies of the problems that are faced by scholars who exist in the interstices between these identities. This insight offers us ways to begin to loosen that knot.
Embracing the interstitial space between identities means both revisioning traditional scholarly work and work spaces and calling into question current pedagogical and tenure practices. There is no model academic mother, as there is no model academic, we have chosen panelists from different types of institutions, at different moments in their academic careers, and at different stages of motherhood to represent this diversity.
This session explores online collaborative writing sites as spaces that not only encourage knowledge-sharing, but also cultivate communities of practice. Specifically, we argue that Google Docs offers a particularly strong platform for building communities of practices both in our classrooms and as a professional development resource in our program because users can see instant, visible, and synchronous evidence of their thoughts within a single, democratic, non-hierarchical space. Lave and Wenger suggest that “participation is always based on situated negotiation and renegotiation of meaning in the world,” and we believe that by encouraging both students and writing instructors to compose together, they renegotiate their understanding of meaning-making (Lave and Wenger 1991).
Towards Digital Rhetoric’s Future with Algorithmic Culture | Estee Beck: This talk surveys research from digital rhetoric to shift focus to a need for digital rhetoric to respond to critical algorithmic studies--to identify broader themes and conversations and point to future lines of research.
“When you’re having fun time flys:” The Art and Craft of Integrating Multiple Learning Spaces, Multiple Web 2.0 Tools, and Multiple Modes of Writing in the Blended Composition Class | Lyra Hilliard: This presentation highlights affordances of a tightly-integrated blended writing course that pays close attention to the interplay between the face-to-face, asynchronous online, and synchronous online classroom spaces. Attendees will walk away with concrete strategies for managing multiple online classroom spaces simultaneously, access to my archived class recordings, and links to resources specific to synchronous online teaching.
Listening for Affect in User Experience Design | Emi Stuemke: Technical communicators and educators must carefully consider the role of affect in user interface and documentation. We’ve long measured user-friendliness, brand response, and consumer satisfaction, but more work is emerging on user emotion, pathos, and connections to personal memory. This presentation uses examples from accessibility systems for the deaf to provide data on emotional response to telecommunication and navigation interfaces and suggest techniques for experience mapping that can enhance interface accessibility.
Digital composition is an increasingly popular way to engage students, provide learning experiences, and allow for new avenues of creativity and rhetorical invention to be explored. The digital foregrounds invention, locates students in the remediation of ideas, and introduces new modes of reasoning, response, and civic engagement. Yet, despite field-wide recognition as to the value of digital composition, all things “digital” (from classroom practices to tenure and promotion) continue to be taught/treated in relation to the longstanding critical imperative. To this end, this panel will feature two collaborative presentations (each theoretical, pragmatic, and performative in nature) that bring together digital conditionalities and rhetorical invention as a framework for cultivation.
Within the Computers and Writing community, techné , as a theoretical concept, has received a great deal of attention--perhaps the most notable recent occurrence being in Jonathan Alexander and Jackie Rhodes’s born digital text, Techné : Queer Meditations on Writing the Self. In addition, we have seen a great number of different theoretical approaches to techne, from Kelly Pender’s foundational book to Byron Hawk’s call for a post-techné pedagogy in the teaching of technical communication. Working from a variety of these theoretical lenses, our panel seeks to explore ways in which techné can be brought into the writing classroom--specifically the first-year writing classroom when being taught by graduate students or adjunct faculty with a number of restraints on how they might approach their teaching. What does it mean to teach wonder and wandering as pedagogical approaches when you as an instructor are limited in your own ability to do either. In addition, we seek to provide real-world examples of assignments and activities that have proven useful in achieving these goals.
Most scholarship on sound in rhetoric and writing has been discussed through alphabetic modalities, primarily read instead of listened to. This roundtable celebrates and explores another way: scholarship on sound-related topics that actually uses sound as a fundamental part of experiencing the work. This roundtable features nine speakers who have all published scholarship that relies on aurality. Together, we find that the aural mode is a particularly powerful way to add layers of meaning, developing a sense of wonder and rich complexity in our listeners’ ears and minds. Presenters will share audio-clips and brief presentations that explore that explore remix, digital empathy, sonic collaboration, time, video soundtracks, and historical audio scholarship. These presentations will be followed by 30 minutes of discussion with heavy audience participation.
Creating Spaces for Our Labor - A Report on the State of the Writing Program Technologist | Julia Romberger, Shelley Rodrigo: After a 2012 series of 23 interviews with writing studies faculty working in administrative roles to support technological infrastructure (reported on in conferences and forthcoming publications) the presenters followed up with a nationwide survey in Fall of 2016 to collect a greater breadth of data on job descriptions, responsibilities, and institutional visibility. This presentation is an initial report on those survey results.
Reflective Texts: Allowing Space for Wondering in Multimodal Composition | Jaclyn Fiscus: This presentation examines how reflection is mediated through genre by following the composition processes of 13 students doing a remixing assignment. I argue that we need to consider reflection practice in a variety of genres throughout the composition process, rather than just retrospectively on the finished product. These types of reflection could allow students to map their uptake selection processes more effectively when moving across multimodal genres.
Experimentation, Pain, Reflection: Postpedagogy in Practice | Megan McIntyre: As an approach to building classroom environments, postpedagogy works to combine critical pedagogy’s student-centered approaches to decision-making and assessment with experimental composing modes, practices, and/or genres and specific, sustained reflection. However, this commitment to experimentation can leave students confused and anxious, especially when projects lack constraints. This presenter argues that this pain can be made productive, but only through specific and sustained reflection and offers concrete examples from practice.
Anne Wysocki and Johndan Johnson-Eilola broke new ground in 1999 when they asked, "why are we using literacy as a metaphor for everything else?" They showed how iteracies are linked with forms and media and "bundled" with concerns like identity, access, and culture. This panel will discuss and respond to the concerns and implications of current constructs of "digital literacy." The group will start with the premise that terms like literacy can become empty markers when left unchallenged. It is clear that "digital literacy" has become, like literacy before it, a marker that can constrain understandings even while it can be deployed (as Matthew Kirschenbaum notes of "digital humanities") tactically. To consider both of these possibilities, panelists will examine three broad paths that can be taken through explorations of digital literacy--multimodal composing, networks and social media, and data studies. The panelists will provide a snapshot of activities on one campus that reveals complexities and implications of digital literacy ranging from the classroom to the committee meeting. Rather than a divided, three-person presentation, the group will explore examples based in document design, web development, video composing, and social media data analysis. For each example, panelists will together explore three key topcis--applicability to teaching, links with rhetorical strategies and critical concerns, and institutional contexts.
Giving Voice to Reflection: Aurality, Multimodal Reflection, and Self-Assessment | Ruth Book: This presentation proposes a framework to utilize the affordances of voice and aurality across multiple modes in order to encourage reflection that is critical as well as open-ended in an undergraduate writing classroom. This speaker will present a form of multimodal self-assessment and generative reflection that encourages students to consider theirs and peers’ work as a site of invention.
Current Limitations with ePortfolios: Empowering Students to Take Back Process | Margaret Collins: Portfolios utilize process-based instruction with the hope that, through ePortfolios, students view writing more as a process than a product. This presentation argues that first-year writing students lose the sense of wonder often paired with ePortfolios and pinpoints issues with the portfolio system—using Bowling Green State University’s ePortfolio system as an example— we share how writing instructors can focus more on process by using reflection and critical pedagogy as guides.
Engaging Students in Places of Wonder Inside and Outside of the Classroom: Using Ethnography and Multimodality in the Writing Classroom | Diana Awad Scrocco: This presentation offers a theoretical and practical discussion about how to engage students in places of wonder inside and outside of the classroom via field research, ethnographic writing, and multimodality.
This panel will focus on theorizing and building the infrastructure for a culturally-relevant digital scholarly publishing platform: constellations: a cultural rhetorics publishing space. It brings together a team of one senior faculty, one junior faculty, and one graduate student to discuss the relevant considerations (deciding on systems and software, usability, visual aesthetics, etc.) needed to establish an infrastructure that underscores mentorship and supports underrepresented scholars through a digital platform. Coming from a variety of backgrounds and experiences, the speakers discuss the approaches, possibilities, limitations, and challenges for initiating a sustainable publication model based on diversity, inclusivity, mentoring, and collaboration. While particular speakers will focus on how they brought specific realms of expertise to the project, they will also model collective practice in terms of what they have learned, inviting conference attendees to join in collaborative conversations about digital production and publishing in inclusive spaces.
This panel explores sound as techne — as a medium of composition, as a method of research, and as a mode of inquiry. By exploring specific cases in which both high school youth and undergraduate students were invited to “sound” the world and their lived experiences in community, we hope to demonstrate the rich possibilities associated with aurality for writing with and through sound.
Toward a Student-Crafted Composition Course | Matthew Halm: In college composition both students and instructors can and should participate in crafting the course. Technē is both process and product: the craft producing and the craft produced. Pedagogies of process or post-process aim to make the focus of composition the act of writing. That focus can be realized by including students in the process of crafting the course itself. When students participate in the creation of the course they are encouraged to view it as a low-stakes environment where drafting, mistakes, and “wonder” are the goal, not just steps along the way to a grade.
Interactive Close Reading: An Innovative Web Course on Reading Poetry | Zak Risha: I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. My project involves the construction of a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users.
This roundtable reports on a graduate course in spatial rhetoric to consider how digital technologies, including mapping, augmented reality, gaming, and social media platforms, can complicate and enhance individuals’ relationships and interactions with space. In this course, students chose an aspect of university history on which to focus for this project and researched this topic within the university archives. Each student then mapped specific aspects of that history using Google Maps and created augmented content within specific university landmarks and spaces using the augmented reality application Blippar. Each presenter discusses one aspect of the project, including theory, methodology, technical requirements, and individual project topics.
This roundtable features a national panel of contributors from the forthcoming collection Writing Studio Pedagogy: Space, Place, and Rhetoric in Collaborative Environments. Offering perspectives from researchers at a variety of higher education educational institutions, presenters will share analyses focused on multimodal composition processes, practices, and the resulting spatial designs that make them engaging and productive. Presenters offer research-based and theoretical concepts for current and future designs of multimodal composing spaces. These spaces create intellectual curiosity, creativity, and innovation in student composers from across the disciplines.
The Academic Blog as a Space of Classroom Wonder: Using Genre Studies and Activity Theory to Resist Mutt Genres in General Education | David Giovagnoli: This presentation will describe and interrogate the teaching of an English Studies general education course focused on the communicative practices of gay men through a genre-studies and activity theory-based pedagogy originally developed for first-year composition. By creating a digital classroom discourse community through the exploration of academic blogging and its attendant genres, this pedagogy seeks to make visible and value students' moments of wonder, confusion, disagreement, and epiphany as they move through an interdisciplinary set of units on linguistics, rhetoric, and literature.
Writing Studies Goes "Boink:" Amateur Writing and Calvin and Hobbes | Michael McGinnis: This paper addresses recent scholarship about the relationship between composition studies and creative writing by offering a meditation on Bill Watterson’s comic strip Calvin and Hobbes (1985-95). In particular, this talk looks at Watterson’s work at three levels: the author’s published comments about the strip, the strip’s own depictions of academic and creative writing, and online fan texts based on the strip.
Mundane and Material Techniques of Invention | Jacob Craig: Drawing on Byron Hawk’s concept of post-techne that emphasizes the situatedness and materiality of invention, this presentation provides two accounts of material invention techniques writers produce within writing specific contexts and adapt over time. These findings extend and contribute to recent considerations of materiality and process—findings about mundane writing choices as important for cultivating persistence and limiting distraction—to include rhetorical invention.
Wandering into Wondering and Wonder with(in) a Digital Archive | Phil Bratta: Contributing to ongoing digital research in the humanities and social sciences, this presentation explores the affective and cultural techniques of activists and how a researcher might affectively experience and interpret the digital-cultural artifacts. Using a mixed methods approach (interviews, data visualizations, tactile-visual rhetorical analysis, and story), this presentation offers findings from analysis of several labor union activist posters in the Joséph Labadie Archive Poster Collection, evincing cultural affect and its ability to evoke wondering and wonder as it moves in and with activist texts, archivist materials, and a researcher’s body.
#LATISM as Techne: Creating Digital Narratives for the Hispanic/Latino Community| Jasmine Villa: The purpose of this presentation is to examine how Latinos in Tech and Social Media, a non-profit organization, uses #LATISM as a techne and as an interplay of multimodal spaces (physical and digital). The #LATISM hashtag capitalizes on the use of social/participatory media to create a space of wonder where multiple actors interact, and ultimately lead to “wondering,” such as fostering advocacy and digital narratives of the Hispanic/Latino community.
Georgia Through the Looking Glass: Sparking Wonder through Archives-Centered and Community Engaged Pedagogy | Elizabeth Davis: This presentation will discuss my work with service-learning and archives-centered pedagogies as methods for thinking about digital writing as craft, and libraries and public service units as spaces of and for wonder/ing. These experiential learning approaches ask students to step into new spaces and to join in the project of writing their state’s past, present, and future. In moving from doing to knowing, students will consider how writing evolves from techne into episteme and the implications for digital literacies.
With advances in both technology and the understanding of certain disabilities, many students with disabilities are now being mainstreamed--attending traditional schools, rather than attending schools for the disabled. This panel discusses the complexities that come with having mainstreamed students in college courses, from the positon of the professor, as well as that of the students.
The Noel Studio for Academic Creativity creates opportunities for both wondering and wonder through the purposeful cultivation of environments and pedagogy designed to encourage students and faculty to embrace the concept of play through experimenting with multimodal composition concepts and strategies. The pedagogy of Noel Studio spaces and services run parallel, crafting continuous modification of its physical and digital spaces--each tweak to one sending ripples of change through the other. In this roundtable, the Director, Associate Director of Programs & Outreach, Assistant Director of Writing & Communications, and current and incoming Consultant Leaders will discuss assessment-driven revisions of the Noel Studio’s workshop program and consultant professional development series, and impactful modifications made to our physical and digital spaces along the way. Presenters will also provide insight into how they juxtaposed such analyses with EKU’s proposed Quality Enhancement Plan and burgeoning professional development activities at the faculty level to take advantage of and improve upon the wonder inherent in our physical and digital spaces. Presenters welcome discussion, posing questions of sustainability, training, and student and consultant empowerment and encouraging participants to offer insights and suggestions of their own.
Introducing Wonder in the Technical Writing Classroom | Lindsay Clark, Melody Denny: This presentation shares the experiences of instructors at different universities who reimagined their upper-level writing course curriculums to include multimodal activities and assignments. Using pedagogical reflections, assignments, and student reflections collected during the course, we explore the ways students’ composing processes are influenced by technology, how we create wonder in our class activities and discussions about digital communication, and present the opportunities and challenges that emerge during this process.
Missing Wonderful Opportunities: An Assessment of the Multimodal Requirement in a WP Curriculum | Alyssa McGrath: This is an evaluation of the multimodal component in a FYC program at a mid-size public Midwestern university, wherein writing instructors discuss the ways they define, value, and teach multimodality. I will explore the implications of this assessment for writing instructors and writing programs and extend the discussion of multimodality to focus on how we can assess the ways we have taken up multimodality.
"My Dream Life": Negotiating Religious Ideologies on Pinterest | Bree Gannon: This presentation will describe the findings of an eighteen month study of young religious women on Pinterest and will focus on the participants’ use of Pinterest to cultivate “dreams” and how they used the digital space to negotiate their dream life and their real life.
Picking and Choosing Identity: Exploring the Influence of Friends as Audience in Facebook Composition and Engagement | Lacy Hope: This presentation aims to clearly couple the theories surrounding social networking site (SNS) pedagogy and online identity construction by examining how the presence of Facebook Friends influences a student’s online rhetorical identity and thus the nature of their public composition.
All Internet Memes are Epideictic: Enthymemes and Social Discourse | G Bret Strauch (Bowers): This presentation establishes the epidictic function of internet memes and how visual enthymemes present within memes shape cultural and social thought processes. The panelist shows how this type of analysis can demystify cultural and social discourses and reveal the power of written artifacts for FYC and advanced writing courses.
This study aims to join these scholars by exploring how incorporating play in the classroom creates a “possibility space” for students, leading to a more positive attitude towards writing. Relying on psychological theory connecting awe and social awareness/community, I aim to explore how play and choice function when integrating video games in the freshman composition classroom. By comparing student reflections, interviews, and survey data between students who actively play the computer game Undertale for a class project, this exploratory study addresses both the benefits and challenges to incorporating video games in the classroom, as well as explores how the act of playing a game encourages pro-social behaviors by instilling a sense of awe and wonder in students.
Tumblr, a blogging platform, is a space of wonder that enhances students’ engagement and multiliteracies. Instructors venture into digital multimodal composition to witness how students’ writing process, rhetoric, technology, and literacy intersect by breaking traditional barriers between teachers and students in a digital space that may not always be replicated in the classroom. In this low-stakes digital pedagogy assignment, students use gifs and memes to compose posts, while enhancing their agency and expressing their voice. This poster presents how this low-stakes assignment allows instructors to venture into digital multimodal composition on a small scale as means to cultivate students multiliteracies.
“Facing” the Troll: A Levinasian Approach to Online Hate Speech | Matthew Overstreet: Diane Davis, following Emmanuel Levinas, has recently suggested that all common meanings are underlain by a “structure of exposure”—a presymbolic openness to the unassimilable alterity of the other. My paper argues that Twitter enacts this “preoriginary addressability,” and discusses the pedagogical implications therein.
Why Click Bait Matters: False Wonder and Awe in the 2016 Presidential Race | Elizabeth Dickhut: A headline like “Emails, Genitalia and the F.B.I.” is handcrafted by the news organizations to bait Facebook users to click. These financially motivated titles create a new space in online journalism to manipulate the curiosity of the audience by creating a false sense of wonder and awe. This phenomenon also has larger implications on the relationship between computers, composition, and the audience.
Mind the Gap: Fostering Empathy in Trump’s America | Melissa Forbes: In this presentation, I ask a simple question: if one were to design an online space aimed specifically at creating understanding between the right and the left, what would that space look like and how would it work? I examine obstacles that prevent productive political discussion, layout possibilities to create the ultimate act of wondering in these spaces. Finally, I conclude by pointing to ways that we might create such spaces in miniature in our everyday interactions.
Composing in Emerging and for Future Media: Developing Multimodal Adaptability | Brenta Blevins: Communication technologies are rapidly evolving, offering new media and new digital tools for production and consumption of texts, but creating pedagogical challenges for instructors focused on supporting long-term student compositional capabilities. The speaker discusses the implementation of an Augmented Reality project in the classroom, presenting the scaffolding of reading, research, and class discussion of composition decisions, designed to develop communication adaptability.
The Shadows of Wonder: Rhetorical Frameworks for Post-Flash Animation | Daniel Liddle: This presentation considers how design guidelines for user interfaces frame animation as a tool primarily for perception and cognition rather than emotion, awe, or wonder. The speaker argues this approach is meant to counter negative perceptions of animation as inherently ornamental and decorative. Despite this turn, the speaker highlights how the attention to wonder still remains in the current guidelines, albeit as a secondary, often marginal focus.
Tag-Wrangling on AO3: Negotiating the Space Between Prescriptivism and Descriptivism | Adrienne Raw: AO3’s tag wrangling practices build on prescriptivist guidelines informed by descriptivist principles, introducing space between this traditional binary and suggesting that these views are not as insurmountably at odds as they are often theorized. This presentations draws on Cameron’s concept of verbal hygiene and Milroy and Milroy’s theorizing about standardization to examine the fanfiction community of practice (Eckert and McConnell-Ginet) as a space that provokes new reflection about the relationship between prescriptivism and descriptivism.
Gotta Watch ‘Em All: Privacy, Big Data, and Social Media in Augmented Reality Games | Stephanie Vie: Games like Pokemon Go present several compelling quandaries for scholars interested in surveillance, social media, and game play. This presentation explores the role of surveillance and privacy in social gaming spaces by examining Pokemon Go as a case study of augmented reality games that bring together big data, surveillance, and social networks.
Game Design in FYC: Spaces of Embodiment and Storytelling | Nina Feng: World-making comes in many forms; this presentation will discuss a pilot study of a “gamified” first-year composition class. Jenkins (2004) advocates thinking about game designers as “narrative architects,” rather than storytellers—this course is focused on students’ narrative comprehension, as opposed to adopting the game designer’s (storyteller’s) intent.
As a research group, we are developing a TWINE game (an interactive narrative-based platform) for instructors that focuses on how instructors use games in the classroom. This game would showcase various ways we approach using games in the classroom. This panel discussion is a preview of the conversations we are engaged in about how we handle access to games in our various classrooms, how the students’ technological literacy affects our instruction, how the additional mediation of games in the classrooms direct the modality of our assignments, and how the affordances we have gained or lost evolve our lesson planning. Our panel will also reflect on the process of writing a hypertextual twine game, and about using games to teach writing and communication. Each presenter will tackle the challenges and pedagogical choices that come with teaching writing and games and offer how their pedagogical perspective will add to the scholarly game we will produce.
This roundtable responds to Jeff Grabill’s 2016 call for good robots by offering up our successes and pitfalls with open-source learning technologies as a case study for how open-source can fulfill the needs Grabill identified. While we neither see open source as a panacea nor as a simple solution, Iowa State’s ISUComm Foundation Communication program has enjoyed success with open source technologies for the past decade or so. Each panelist will discuss his or her experiences with developing these platforms, including achieving buy-in from faculty and other stakeholders, addressing users’ needs and concerns, and overcoming technical and logistical obstacles. The primary technologies employed by ISUComm are Moodle and WordPress; both platforms are popular and continually developed by their respective open source communities. While we have witnessed flaws with using open source software, the benefits of open source outweigh the potentially negative consequences of Grabill’s “bad robots” in our estimation.
#Bossbabe: Rhetorics of Female Empowerment in Direct Sales Communities on Social Media| Katherine DeLuca: Building upon scholarship on women’s rhetorical experiences in online communities, this presentation explores how direct sales communities on social media spaces use rhetorics of feminist empowerment to entice and engage consumers. Examining the use of hashtags, memes, and interpersonal interactions in sales communities for LuLaRoe, a direct-to-consumer clothing company, this presentation traces how feminist themes are used to develop communities based primarily in sales, enabled by digital media communications.
Transnational Perspectives on Social Media: Access, Multiliteracies, and Identity | Wei Cen: International students studying at American universities have their own transnational perspectives on social media due to their geographically, culturally, and linguistically diverse backgrounds. Based on a research project that investigates international students’ digital literacy practices, this presentation discusses how access to social media can be influenced by politics and religions, how international students develop multiliteracies through the use of social media, and how international students shape their identities in the digital space.
Acknowledging our biases in the composition classroom | Samuel Harvey: This presentation discusses the neurotypical and non-disabled bias in the composition classroom. It then begins to find ways of confronting and challenging these biases, ultimately discussing the power multimodal compositions give to muted subaltern groups.
Digital Literacy as a Precondition for Wonder: Measuring Student Self-Efficacy, Access, and Learning Preferences | Sohui Lee, Colleen Harris-Keith: This presentation offers a collaboration between a small state university’s library and multiliteracy center to measure the digital literacy of its students, a third of whom are first-generation. In addition to sharing how first-gen students at our university view their digital self-efficacy and prefer to learn when entering university, we hope to generate fruitful discussions on whether and how writing administrators shape multimodal curriculum and programming to support first gen students.
Multimodal Assessment in Action: Wonder and Wondering | Kathleen Baldwin: This session presents my analysis of the “think-aloud” portion of interviews conducted with seven leading teacher-scholars from K-16 institutions in which they assess a student text composed in response to a multimodal assignment used in their teaching. I argue the think-alouds further illustrate what the multimodal assessment scholarship suggests: that one must attend to the situated composing processes of individual writers in order to make the evaluation criteria meaningful.
The concepts of “post-truth” and “fake news” have surfaced as the key terms of 2016. Yet these categories represent a rich ecology of new media techne that have existed within social platforms for several years now. In 2013, Zeynep Tufekci introduced the power of microcelebrities to drive online activism. One year later, GamerGate would arrive to introduce the capacity for these microcelebrities via Twitter, YouTube, Reddit, and message boards to shape knowledge-making practices as a direct counter to established news sites--and as a means of attacking the credibility of establishment and “real news” knowledge work (Mortensen, 2016). Our panelists take a deep look at the craft that informs this type of activism and knowledge work, both as networked activity and a new, rising techne. The panelists then explain how the these activities connect to the craft of the Alt Right and other “post-truth” agents.
While digital methodologies for the production, publication, and circulation of research are increasingly becoming mainstream in English studies, especially among digital rhetoric and humanities practitioners (Grabill & Pigg, 2012; McKee & Devoss, 2007; Nickoson & Sheridan, 2012), such methods are not always rendered transparent in ways that allow us to “show our work.” In an effort to share and create transparent spaces around discussions of digital methods, Kairos PraxisWiki published a special year-long theme on "Investigating Digital Methods in Humanities Research" throughout 2016. This Roundtable presentation brings together editors and select authors whose work was featured in this effort for a broader discussion and presentation of digital methodologies, and their influence on emerging research. Discussions will include the use of Blackboard CMS for large-scale data collection and programmatic review, Transcribe.Wreally for transcriptions of interview audio, body-worn digital video camera for the study of gestural rhetoric and meaning-making, and Twitter Capture and Analysis Toolset to format archives for data visualizations in Gephi.
Teaching from the Temperamental Margins: Personality Types, Social Media Articles, and a Multimodal Approach | Shane Combs: This presentation offers a case study of teacher-researcher in using multimodal work—namely social media style articles on personality type—to challenge students’ notions of themselves, of the relational, and of what qualifies as affective/effective written work.
Reflexive Pedagogy: Shared Risk-Taking in the Classroom | Oriana Gilson: Advocating for reflexive and democratic digital pedagogies that invite students and instructors to challenge and complement each other as they engage in shared risk-taking, this presentation considers how dominant assumptions of students’ digital prowess, alongside traditionally understood roles of teachers and students, can be reframed to encourage digital exploration and engagement within the classroom. Drawing both on personal experience and scholarship, this presentation considers the shaping of composing identities centered on flexibility and critical engagement.
The Role of Chronos in Digital Rhetoric and Pedagogy| John Gallagher: This presentation examines of the role of time, in terms of chronos, for writing on the World Wide Web. It argues that clock time and algorithmic time are useful for digital rhetoric pedagogies. I provide an assignment I used in my upper-level English class that encourages a quantitative approach to publishing on the Web using chronos-time models.
Arranging and Re-Arranging: Fashioning Mood Boards and their Affective Dimension | Christina Rowell: This presentation reports on a semester-long study of the composing processes of fashion design students, with a specific focus on arrangement and delivery in mood boards. The research aims to understand how arrangement and delivery manifest in the mood boards, how those canons inform the composing process, and how fashion designers endeavor to convey or provoke emotions through their mood boards.
“Clothes Encounters:” Fashion as Meaning-Making in FYC | Rachel McCabe: This presentation explores the ways in which fashion can be utilized as a tool for analysis in the composition classroom. While the complexities of fashion were explored by Barthes in 1967, the full spectrum of generic conventions and assumptions have come to fruition over the twentieth and twenty-first centuries. Scholars have identified the communicative and political dimensions of fashion, but I am interested in utilizing fashion as a text for student development.
Between fear and astonishment: The rhetorics of wearables and privacy | Jason Tham: In an age of pervasive technology––where public, private, and hybrid information are increasingly blurred––how might digital rhetoric inform our administrative and pedagogical practices involving student data in and outside the classroom? This presentation seeks to address the rhetorics of pervasiveness, control, and digital discrimination in a time of wearable technology.
In this mini-workshop, users will have a chance to install required software using a package manager and practice with basic functionality, preparing them to implement encryption on their own.
Today more than ever, we must take an active role in defending our privacy online to protect our identity and freedom or risk losing the wonder of these spaces. In my proposed hands-on workshop based on my involvement with a student cybersecurity group, I will provide background on digital surveillance and offer participants an opportunity to explore options to protect themselves online and reclaim their digital spaces, voices, and identities. We will cover the basics of public-key cryptography theory and the importance of encryption to the potential of online spaces.
ePortfolios present an excellent opportunity for students to reflect on their learning experiences and to develop the metacognitive abilities necessary for real learning to take place in the communication classroom. In this panel, we take a closer look at the specific language used in students’ reflections as written in their ISUComm ePortfolio end-of-semester projects.
Drawing from The NCTE Definition of 21st Century Literacies (2013), “Active, successful participants in this 21st century global society must be able to...create, critique, analyze, and evaluate multimedia texts.” To best prepare students for the 21st-century landscape, composition instructors must create spaces for rhetorical wondering as students consider the impact and effectiveness of multimodal texts. This panel outlines innovative ways to use digital measures for assessment—at the course and curriculum levels—that privileges student-centered approaches for creating and analyzing digital texts and ePortfolios.
This panel examines the intersections of digital spaces, marginalized identities, and multimodal technologies. By assessing how digital spaces interact with marginalized identities and voices, the presenters create a better understanding of the awe and wonder experienced by users while wandering and taking journeys through communities and multimodal spaces. As an audience explores videogames, virtual organizing communities, or websites with first-person narratives, that audience must interact not only with the subject material, but also with themselves through the examination of identity, culture, and narrative, creating a wandering of the mind.
‘Not all those who wander are lost’: Learning through failure in digital composing | Ashanka Kumari, Erin Kathleen Bahl: In this presentation, we reflect on an experience of collaborative wondering at the 2016 Digital Media and Composition (DMAC) Institute to consider the significance of failure in creating digital projects. Faced with the challenge of adding closed captioning to a Concept in 60 video, we engaged in a trial-and-error internet tutorial search to unsuccessfully stumble our way through MovieCaptioner, QuickTime Pro, and YouTube. Finally, we discovered and learned how to use a (new-to-us) tool called Handbrake that offered us an open-source method for creating closed-captioned videos.
Creating Conditions for Wonder and Innovation: How Location is Changing the Future of Online Writing Instruction | Casey McArdle: This presentation focuses on a case study that examines how the physical location of students can impact their success in online courses. The findings suggest a new approach is needed towards distance education as the farther a student is from where the course is offered, the less successful the student. Rethinking the connections between location, usability, and accessibility is required to move Online Writing Instruction into more successful spaces for students and teachers.
"Better than a superpower": Coding Literacy Magic and Myth | Brandee Easter: In a video for Code.org, model Karlie Kloss discusses coding as “better than a superpower.” Wendy Chun has explored how code as logos conjures up power for the programmer, who “magically transforms words into things” (19). This rhetoric of magic positions coding as an exclusive and innate ability. By analyzing digital literacy nonprofits and educational coding games, I explore the ways that magic presents programming as a desirable, yet inaccessible, skill. Ultimately, I argue that a rhetoric of magic perpetuates a digital literacy myth and further distances would-be coders.
The 2016 U.S. Presidential election was a schadenfreude-filled media spectacle in which many engaged in online spaces that served to amplify cultural anxieties and biases. The speakers on this Town Hall panel examine cases of political participation online with a special focus on sexism and sexual violence. The panelists raise complex questions about how Twitter another online platforms shape civic engagement and ethical concerns of researchers in social media spaces.
“‘I’m With Her’: Strategies Used to Combat Sexism Found within Live Tweets of the 2016 U.S. Presidential Debates,” Melissa Ames
“Analyzing Rape Memes from the 2016 Election,” Rachael Sullivan
“On the Ethics, Methods, and Publication of Publicly Private #notokay Election Tweet,” Bill Wolff
“From Helpful to Hindering: Assessing the Digital Writing Strategies of #NotMyPresident,” Kristi McDuffie
“‘Maybe she can be a feminist and still claim her own opinions?,’ or: How I learned to stop worrying because I accidentally counter-trolled,” Vyshali Manivannan