Tag Archive for closed-access

“Building a scholarly multimedia publishing infrastructure”

March 30, 2017 Articles, Peer-Reviewed Comments Off on “Building a scholarly multimedia publishing infrastructure”

citation

Ball, Cheryl E. (2017). Building a scholarly multimedia publishing infrastructure. Journal of Scholarly Publishing, 48(2), 99–115.

abstract

This article provides a preview of Vega, a new scholarly publishing platform in development (set to be released in late 2017). With twenty-plus years of experience publishing scholarly multimedia in the journal Kairos, the author summarizes editorial practices for multimedia content in terms of the scholarly, social, and technical infrastructures required to sustain digital media-rich publishing venues. Vega is an outgrowth of those practices that aims to provide a stable platform for training editors, publishers, and authors in how to create, edit, and maintain the scholarly record.

supplementary materials

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

September 4, 2015 Journals, Edited Comments Off on “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

 

“History of a Broken Thing: The Multi-Journal Special Issue on Electronic Publication”

May 23, 2015 Book Chapters Comments Off on “History of a Broken Thing: The Multi-Journal Special Issue on Electronic Publication”

citation

Eyman, Douglas, & Ball, Cheryl E. (forthcoming/2015?). History of a broken thing: The multi-journal special issue on electronic publication. In Bruce McComisky (Ed.), Microhistories of composition (pp. forthcoming as Chapter 4). Logan, UT: Utah State University Press.

abstract

This chapter looks closely at the summer, multi-journal special issue on electronic publishing, simultaneously published across five online journals in rhetoric and composition: Kairos, Enculturation, CCC Online, Academic.Writing, and The Writing Instructor. It traces how the same issues (and problems) in electronic publishing that were key in 2002, when this issue was published, are still relevant (and still problematic) today. By revisiting the major themes present in that multi-journal special issue — such as archiving, technical infrastructure, and tenure and review — we demonstrate how some online journals have addressed these issues and others have not, primarily through the example that, in the nearly 15 years since that issue was published, only one of the five journals publishing in it have remained online and accessible. Being editors of that journal, we conclude the chapter by proposing some best practices for sustaining webtext publishing that may be useful for others editing, publishing, or starting their own journals.

supplemental materials

 

“Multimodal Revision Techniques in Webtexts”

July 11, 2013 Articles, Peer-Reviewed Comments Off on “Multimodal Revision Techniques in Webtexts”
Multimodal Revision techniques in webtexts

citation

Ball, Cheryl E. (2013). Multimodal revision techniques in webtexts. Classroom Discourse [special issue: Multimodality].

abstract

This article examines how an online, scholarly journal, Kairos: Rhetoric, Technology, Pedagogy mentors authors to revise their webtexts (interactive, digital media scholarship) for publication. Using an editorial pedagogy, in which multimodal and rhetorical genre theories are merged with revision techniques found in process-based composition studies, the author describes how webtexts are collaboratively peer-reviewed in Kairos and authors are provided macro- and micro-level revision suggestions for their scholarly multimedia.

downloads

“Genre and transfer in a multimodal composition class”

March 20, 2013 Book Chapters Comments Off on “Genre and transfer in a multimodal composition class”

citation
Ball, Cheryl E.; Fenn, Tyrell; & Scoffield Bowen, Tia. (2013). Genre and transfer in a multimodal composition class. In Carl Whithaus & Tracey Bowen (Eds.) Multimodal literacies and emerging genres in student compositions (pp. 15-36). Pittsburgh, PA: University of Pittsburgh Press.

abstract
This chapter is about a teacher’s progression through three iterations of a class (at two universities) in multimodal composition, with a focus on how two students brought previous multiliteracy practices into the classroom, how that knowledge shaped instruction, and how the instructor learned to not assign texts by modes in a multimodal class so as to avoid a-generic production of wowless, “five-paragraph” videos.


accompanying materials

status

  • Update 6/08: Collection received advanced contract from Utah State University Press.
  • Update 4/09: Utah State Univ Press downsized; asked to send mss elsewhere.
  • Update 10/09: Collection reviewed by Pittsburgh University Press; co-editors responding to reviews.
  • Update 11/28/09: Email notification by editors for new revision deadline of Feb. 1, 2010, to be reviewed again by Pittsburgh UP.
  • Update 2/2/11: Email notification of contract by U of Pittsburgh Press. Ours is the lead chapter in the book. We had no revisions.

"Adapting Editorial Peer Review of Webtexts for Classroom Use"

January 30, 2012 Articles, Peer-Reviewed 2 comments

citation

Ball, Cheryl E. (2013). Adapting editorial peer review of webtexts for classroom use. Writing & Pedagogy. Firewalled at http://www.equinoxjournals.com/WAP/index

abstract

This article picks up, literally, where another one leaves off: “Assessing Scholarly Multimedia: A Rhetorical Genre-Studies Approach” in Technical Communication Quarterly (Ball, 2012). In that article, I describe how I have brought my editorial-mentoring work with Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which exclusively publishes “born digital” media-rich scholarship, into undergraduate and graduate writing classes. This article describes how the process of editorial peer-review translates into students’ peer-review workshops in those same writing classes.

accompanying materials

"Multimodal Composition & the Rhetoric of Teaching"

November 26, 2011 Interviews One comment

citation

Mahon, Wade. (2011). Multimodal composition & the rhetoric of teaching: A conversation with Cheryl Ball. Issues in Writing 18(2).

abstract

Cheryl Ball is an Associate Professor of New Media Studies at Illinois State University where she teaches courses on multimodal composition as well as digital media, composition theory, and digital publishing. She gives talks and workshops on these topics around the country and has published and collaborated on a number of articles, edited collections, book chapters, and webtexts as well. She has also co-authored with Kristin Arola a textbook, Visualizing Composition. In addition to her research and teaching, she is also the editor of the electronic journal Kairos: A Journal of Rhetoric, Technology, and Pedagogy. IW editor Wade Mahon spoke with Ball by phone on June 23, 2011.

accompanying materials

"Assessing Scholarly Multimedia"

November 26, 2011 Articles, Peer-Reviewed 2 comments

citation

Ball, Cheryl E. (2012) Assessing scholarly multimedia: A rhetorical genre studies approach. Technical Communication Quarterly, 21(1).

abstract

This article describes what scholarly multimedia (i.e., webtexts) are and how one teacher-editor has students compose these texts as part of an assignment sequence in her writing classes. The article shows how one set of assessment criteria for scholarly multimedia—based on the Institute for Multimedia Literacy’s parameters (see Kuhn, Johnson, & Lopez, 2010) for assessing honor students’ multimedia projects—are used to give formative feedback to students’ projects.

accompanying materials

award

  • CCCC Award for Best Article on Pedagogy or Curriculum in Technical or Scientific Communication in 2013

"visualizing composition"

September 5, 2010 Books, Textbooks Comments Off on "visualizing composition"

Ball, Cheryl E., & Arola, Kristin L. (2010). visualizing composition (2nd ed.). Boston: Bedford/St. Martin’s Press. http://ix.bedfordstmartins.com [password required]

description [the ‘cover’ blurb]

ix visualizing composition is a concrete introduction to the fundamentals of multimodal composition. Each tutorial moves through the following three steps:

  1. Define. Illustrated definitions help you visualize principles of layout, design and composition: element, contrast, purpose, text, framing, audience, alignment, context, emphasis, color, proximity, organization, and sequence.
  2. Analyze. Guided readings of real-world texts—such as photographs, movie clips, comics, and animation—model how writers of different texts put theory into practice.
  3. Respond. Interactive assignments invite you to make your own rhetorical choices—determining font face or color, image hue, and the placement and organizational of visual and textual elements—and to write about the impact those choices have.

Note: This is the second edition of ix, the CD-ROM Arola and I co-authored in 2004. In this version, 9 of 13 tutorials (broken down by terms associated with rhetorical design choices) have been completely revised, with new and more multimodal examples and analyses.

Quoted in "Take 20: Teaching Writing"

October 27, 2009 Interviews Comments Off on Quoted in "Take 20: Teaching Writing"

citation
Taylor, Todd. [Writer/Director]. (2007). Take 20: Teaching writing [DVD]. Boston: Bedford-St. Martin’s.

description
A one-hour documentary film that interviews 22 rhetoric and composition specialists about the top issues in writing studies and the teaching of writing. This resource is freely available as a professional development resource through Bedford-St. Martin’s Press.

accompanying materials

  • trailer (I’m the second headshot)
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