Tag Archive for open-access

“CIWIC, DMAC, and Technology Professional Development in Rhet/Comp” double special issue

citations

DeVoss, Dànielle Nicole; Ball, Cheryl E.; Selfe, Cynthia; & DeWitt, Scott Lloyd. (Eds.). (2015, June). CIWIC, DMAC, and technology professional development in rhetoric and composition [Special issue]. Computers and Composition, 36, 1-66.

Ball, Cheryl E.; DeVoss, Dànielle Nicole; Selfe, Cynthia; & DeWitt, Scott Lloyd. (Eds.). (2015, June). CIWIC, DMAC, and technology professional development in rhetoric and composition [Special issue]. Computers and Composition Online. Retrieved from http://casit.bgsu.edu/cconline/ciwic_dmac/CC_ONLINE_INTRO/

abstract

CIWIC–Computers in Writing-Intensive Classrooms–and its spin-off, DMAC–Digital Media and Composition–celebrated their combined 30th anniversary during the Summer of 2015. These special issues mark that anniversary by exploring how rhetoric and composition scholars who attended CIWIC or DMAC have integrated that technological professional development experience into their academic lives. These special issues are a scholarly tribute and celebration of these internationally known workshops.

supplemental materials

 

“Bad Ideas About Writing” – CFP

Call for Proposals: Bad Ideas About Writing

Editors: Drew M. Loewe, St. Edward’s University and Cheryl E. Ball, West Virginia University

Proposal Deadline: Sept 1, 2015

In the tradition of the provocative science- and social-science-focused book, This Idea Must Die,” the proposed collection intends to provide teachers, parents, and administrators with short, provocative, and thoroughly researched answers to the age-old question of Why Johnny Can’t Write. But rather than being a book of scapegoated ideas and strawman arguments, the authors of these essays — as scholars of rhetoric and composition — will discuss, in readable relatively jargon-free ways, why the centuries of writing instruction that undergird the “public”’s understanding of what is expected from writing instruction and how it should be taught is mostly WRONG, or at least misunderstood. The collection will provide a snapshot of major myths about writing instruction, with footnoted resources and/or annotated bibliographies for each entry, and each essay– rants, if you will — that will be followed by anti-rants or counter-arguments or decrees of agreement by other authors. We envision the collection as an agon of opinionated statements about writing instruction that will spark debate and rethinking of pieties and myths.

The primary audience of this collection is intended to be the news media, editors of national trade publications that feature regular columns on higher education and writing, teachers of writing and teachers who assign writing from K-16+, as well as concerned parents.

Possible Topics:

  • Acontextual Grammar Instruction
  • The Rhetorical Situation and Rhetorical Triangle
  • Anyone can Teach Writing
  • Teacher as Audience
  • The Research Paper
  • Plagiarism as Anti-Morality/ Plagiarism Detection Software
  • The Routinization of Process Pedagogy
  • Outlining Facilitates Invention
  • Five-paragraph Essays Are Great!
  • Text Messaging Harms Literacy
  • FYC as Inoculation
  • Games Ruin Kids’ Brains
  • Single-Document Assessments of Courses or Programs
  • Rubrics
  • Pop culture is killing high culture – as writing topics:
  • Writing is Contentless
  • WYSIWIGs
  • Emphasizing Revision is Always the Best Way to Teach Writing
  • Universal Requirement of FYC
  • Writing Should Only Be About Writing
  • AP/SAT as Placement Mechanisms
  • MLA is the Pinnacle of Citation Forms
  • Dual-Enrollment FYC
  • Standard Written English
  • Basic Writing is for Dummies and Foreigners
  • Writing Can Be Taught in One Semester/Year

This is not an exhaustive list, and we invite contributors to propose additional topics. In addition, we also invite contributors to push back against these ideas. We seek an agon, not an echo chamber.

The editors seek 300-word proposals for entries that will be 1,200-3,000 words (plus, or including the responses). Proposals can be for the main entries or, if authors have a particular anti-stance (e.g., if someone thinks the above topics are good models of teaching writing) for response entries. Editors welcome collaborative proposals where one author (or co-authors) write the main essay and response-authors write follow-ups. If collaborative proposals are not submitted, the editors will attempt to find response authors for each post. (Yes, like the This Idea Must Die book, we imagine each chapter to be a series of bloggishly-length arguments that are supported by research and experience). The deadline for proposals is September 1, 2015. Please email questions and proposals to: drewml@stedwards.edu and s2ceball@gmail.com. (Markdown formats preferred.) Queries via email or Twitter ( @drewloewe and @s2ceball) welcome.

 

supplementary materials

“Multimodality as a Frame for Individual and Institutional Change”

citation
Arola, Kristin; Sheppard, Jennifer, & Ball, Cheryl E. (2014, Jan. 10). Multimodality as a frame for individual and institutional change. Hybrid Pedagogy. Retrieved from http://www.hybridpedagogy.com/journal/multimodality-frame-individual-institutional-change/

abstract
This article provides some historical, institutional, and theoretical context for a multimodal pedagogy, as taught by the three authors in three different universities, which forms the basis for their guidebook, Writer/Designer: A Guide to Making Multimodal Projects.

“Pirates of Metadata: The True Adventures…of a Harrowing Metadata Mining Project”

This work originally appeared in “Common Ground at the Nexus of Information Literacy and Scholarly Communication” edited by Stephanie Davis-Kahl and Merinda Kaye Hensley. Chicago, IL: Association of College & Research Libraries, 2013. Any use of this work must be accompanied by this notification.

Citation

Ball, Cheryl E. (2013). Pirates of metadata: The true adventures of how one journal editor and fifteen undergraduate publishing majors survived a harrowing metadata-mining project. In Stephanie Davis-Kahl & Merinda Kaye Hensley (Eds.), Common ground at the nexus of information literacy and scholarly communication (pp. 93-111). Chicago, IL: Association of College & Research Libraries.

Introduction

In this chapter, I discuss the use of metadata in digital publishing as both a necessary means for creating accessible and sustainable scholar- ship and a method of promoting information literacy in students. To make this point, I argue that information literacy extends beyond technical competence and into a critical understanding of the contexts and ecologies in which information is created and used. That is, while understanding metadata, as a concept, is a functional part of information literacy, understanding the role metadata plays in information communication, such as scholarly publishing, requires far more rhetorical and critical understanding, which enhances information literacy practices. The study that showcases this practice centers on a digital publishing class during which I asked undergraduates to mine metadata from an open access scholarly journal that publishes exclusively hypertextual and multimedia scholarship.

download

Pirates of Metadata” (OA PDF)

"Talking Back to Teachers: Undergraduate Research in Multimodal Composition"

citation
Ball, Cheryl E., et al. (in progress). Talking back to teachers: Undergraduate research in multimodal composition. In Debra Journet, Cheryl E. Ball, and Ryan Trauman (Eds.) The new work of composing. Computers and Composition Digital Press/Utah State University Press.

abstract
This chapter is composed of 14 voices—12 undergraduates, 1 graduate student, and 1 faculty member (Cheryl E. Ball, contact author) from a multimodal composition class at Illinois State University. In a three-part chapter, we speak to the perceptions of undergraduate students’ technology use presented by scholarship, attendees at the Watson conference, and on our campus. The first section, presented as a video, reflects on conference attendees’ discussions of students who weren’t representative of the majority audience (professors and graduate students) at the conference. The second section, also presented as a video, asks how pedagogy needs to change to accommodate an increase in digital technology and what kind of cooperation is necessary between students and their teachers so both parties can effectively communicate to and learn from each other. The third section, presented as a MySpace page, argues that educators should incorporate social networks into their pedagogies because they offer a different way of composing. The sections will be presented together on the class blog, http://www.ceball.com/classes/239, where the index page will become a static Introduction to the chapter and each section will be presented as a page off the index. The benefit of hosting the site (for now) on the 239 class blog is so that readers can explore behind the scenes of our learning experience as we produced digital scholarship this semester.

status

  • 12/08: proposal accepted for the collection
  • 07/09: student projects revised
  • 10/09: collection accepted by press
  • 11/09: final chapter draft being readied for editors

accompanying materials

see also

"Visiting Scholars in Digital Media: Cheryl Ball"

citation
McCorkle, Ben [Producer]. (2007, June 5). Visiting scholars in digital media: Cheryl Ball [Video]. Ohio State University. http://tinyurl.com/dmac-interview-ball

abstract

Short interview (12:29) with Cheryl Ball (Illinois State University), part of the ongoing series featuring Visiting Scholars in Digital Media and Composition at the OSU Department of English. Outline: I. On a digital tenure portfolio. II. Defining the terms in digital writing studies. III. Explaining this work to students. IV. Why I attend the DMAC institute. V. Advice for new multimedia teacher-scholars.

accompanying materials

"Digital Media and Digital Scholarship"

citation
by Doug Dangler. (2008, February). Digital media and digital scholarship [Podcast]. Center for the Study and Teaching of Writing: Ohio State University.
http://cstw.osu.edu/podcasts/mp3/ball.mp3

description
A 60-minute audio podcast interview by Doug Dangler (Associate Director for the Center of the Study of Teaching and Writing at OSU) about my work with digital media scholarship.

accompanying materials

Quoted in "On Texts, Tech, and Teens"

citation
Guess, Andy. (2008, April 25). On texts, tech, and teens. Inside Higher Ed.
http://insidehighered.com/news/2008/04/25/teens

description

Screenshot from Inside Higher Education article where I am quoted

Screenshot from Inside Higher Education article where I am quoted

Interviewed for a news article about the Pew Internet and American Life report on “Writing, Technology, and Teens,” which includes statistics of student/teen use of social networking and texting as part of their writing lives.

accompanying materials

"What is Multimodal Composition?"

citation
Interviewed by Fred Kemp & Rich Rice. (2008, September 5). What is multimodal composition? [Podcast]. Smarttcast. http://www.smarttcast.com/cheryl_ball.m4a

description
This 60-minute audio interview, hosted by Drs. Fred Kemp and Rich Rice of Texas Tech University, contains a Q&A about multimodal composition.

accompanying materials

Quoted in "Writing 101: Visual or verbal?"

citation
Lupton, Ellen. (2009, January 13). Writing 101: Visual or verbal? Voice: AIGA Journal of Design. http://www.aiga.org/content.cfm/writing-101-visual-or-verbal

description
Interviewed by renowned graphic designer and teacher, Ellen Lupton, on the role of design in first-year writing classes. Voice is the online newsletter of the professional association for design.

accompanying materials