November 2, 2016 Malone

Annotated Bibliography

Bibliography

  1. Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5.1 (1986): 4–23. Print. Bartholomae argues that students in writing classrooms are in an impossible scenario in which they are asked to be the expert while before having the language to do so. Their inexperience with academic voice and conventions forces them to create an academic voice that is filled with problems, which, Bartholmae argues, is a sign that they are . It is a discussion of how students may need to go through a difficult process of adopting an academic voice that is related to the problem of privileging particular forms of language over others.

  2. CCCC. “Students’ Right to Their Own Language (with Bibliography).” Web. 1 Nov. 2016. This position statement written by the CCCC helps contextualize one of the most persistent and troubling aspects of writing instruction: that it privileges and rewards particular forms of language while discouraging and marginalizing others. The position statement talks about the ways identity and language are closely related and advocates for the view that students, their languages, and their identities, should be validated.

  3. Eckhouse, Barry, & Carroll, Rebecca. (2013). Voice assessment of student work: Recent studies and emerging technologies. Business Communication Quarterly, 76(4), 458–473. Since the assignments we are proposing combine multiple modes of communication, we will be exploring methods of assessment that may be more inclusive than traditional written assessment. This article outlines voice recordings as a possibility, but also covers technologies such as screencasts.

  4. Furrow, Hannah. “LGBT Students in the College Composition Classroom” Journal of Ethnographic & Qualitative Research, 2012, 6(3), p.145-159. For this project, we want to move beyond inclusivity in terms of only racial/ethnic issues. This article gives an insightful perspective on what LGBT students face within composition classrooms. Since our project is focused on the students’ right to their own language, this could bring in an interesting cultural dynamic in terms of LGBT community vernacular and slang.

  5. Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. Revised and Updated. New York, N.Y.: Palgrave Macmillian, 2007. Print. This book outlines theory that supports the use of video games in education broadly and especially in relation to literacy. Gee discusses the features of video games that make them useful learning and teaching tools, which will provide language and framework for discussing specific video game based activities.

  6. Leverenz, Carrie. “Remediating Writing Program Administration.” WPA: Writing Program Administration 32.1 (2008): 37–56. Print. Carrie Leverenz advocates for efforts to professionalize writing tasks that include technology based projects. She explains that we (as scholars and teachers of composition) need to validate and support emerging practices within our everyday workloads. For many of us, this also means that we need to be doing the difficult task of learning new tools and skills. This article offers a substantial argument the limitations of our own training and the ways we view ‘real’ academic work. When we have discussions about using technology in writing classrooms, we need to deal with the possibility that we do not yet possess the skills and perspective needed to teach emerging practices.

  7. Lunsford, Andrea A. “Writing, Technologies, and the Fifth Canon.” Computers and Composition 23.2 (2006): 169–177. ScienceDirect. Web. This keynote address to the computers and writing conference in 2005 addresses Lunsford’s efforts piloting a new undergraduate writing program at Stanford. In this keynote, Lunsford offers a new definition of writing that includes a broader set of communicative practices and tools. This redefinition highlights the shift that has happened in composition pedagogy, and speaks to the relationship between an emerging focus on multimodal practice and linguistic or dialectal diversity.

  8. McVey, James Alexander, and Suzanne Woods. “Anti-Racist Activism and the Transformational Principles of Hashtag Publics: From #HandsUpDontShoot to #PantsUpDontLoot « Present Tense: A Journal of Rhetoric in Society.” Present Tense: A Journal of Rhetoric in Society 5.3 (2016): 1–9. Print. McVey and Woods examine a particular incident in which social media was the site of activism and counter activism. This article highlights the difficulty of crafting social messages on public social platforms, which will be useful to teachers planning to teach theories about social media and teachers planning on using social media as a resource in the classroom.

  9. Mitchell, Donald. Intersectionality and Higher Education: Theory, Research, and Praxis. Peter Lang Publishing, 2014. This text discusses the concept of intersectionality as it relates to students and faculty in higher education. It offers two important frameworks for our project. First, it addresses multiple aspects of intersectionality, and what that can mean for students. Secondly, it addresses how you can create classroom spaces in which intersectionality is accounted for, and multiple voices/perspectives are encouraged.

  10. Ouellett, Mathew L. Teaching Inclusively. New Forums Press, 2005. This book is a resource guide to the different levels of classroom inclusivity. They offer multiple theoretical frameworks for the concept of inclusive classrooms and schools – breaking these into both topics of inclusion (social justice and multimodality included) and demographics.

  11. Penney, Joel, and Caroline Dadas. “(Re)Tweeting in the Service of Protest: Digital Composition and Circulation in the Occupy Wall Street Movement.” New Media & Society 16.1 (2014): 74–90. nms.sagepub.com.proxy.lib.iastate.edu. Web. [Summary] This article is a concrete example of the invitational rhetoric style we are trying to achieve with our social media assignments, and it is also a an example of how social media can be used effectively for specific purposes in the classroom.

  12. Rivers, Nathanial A. “Geocomposition in Public Rhetoric and Writing Pedagogy.” College Composition and Communication 67.4 (2016): 576–606. Print. This article examines writing activities that take on location specific media like geocaching. More specifically, it considers collaborative projects that ask students to engage with the public through locative media. Rivers relies on a view of rhetoric and communication that reminds us of the importance of community, and location, which will help inform the ways we can discuss social media in our classrooms.

  13. Scott, Tony. “Subverting Crisis in the Political Economy of Composition.” College Composition and Communication 68.1 (2016): 10–37. Print. Concerned with the state of funding in higher education, Scott advocates for a type of professional work that considers global and political constraints on our ability to produce scholarship. This focus speaks to the kind of intellectual work we should be doing in our scholarship, but it also speaks to the importance of preparing our students to use and navigate media that is part of much larger social realities.

  14. Shaffer, David Williamson et al. “Video Games and the Future of Learning.” The Phi Delta Kappan 87.2 (2005): 104–111. Print. Shaffer et al. argue that video games are natural sites of learning because they maximize exposure to challenges and feedback. They suggest that players effectively learn skills and ways of thinking that is entirely contextual, allowing them to gain insight into what it means to be the character. This is particularly important in games that represent real ideologies and philosophies, like military simulations or social planning simulations. Their argument helps advocate for the use of situated, contextualized learning and how gamification should be a powerful resource for teachers.

  15. The New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66.1 (1996): 60–93. hepgjournals.org.proxy.lib.iastate.edu (Atypon). Web. This landmark essay represents the collaborative effort of ten scholars from different fields interested in the ways technology and globalization have impacted the ways we should think about teaching literacy. They provide a theoretical discussion for the importance of thinking about literacy in more broad terms, in terms of the modes we use and the diversity of language we are likely to encounter.

  16. Velasco, Juan. “Exploring the Boundaries of Self: Using Queer Autobiography to Teach Courses on Identity and Solidarity Across Borders.” Expanding the Circle: Creating an Inclusive Environment in Higher Education for LGBTQ Students and Studies, edited by John C. Hawley. SUNY Press, 2015, pgs. 245-259. Composition classrooms frequently incorporate personal narratives of some kind into their assignment pool. At Iowa State, and various colleges in Iowa, freshmen are asked to compose narratives that center around personal experience. This article offers ideas on how to broaden the options for students who may feel their identity is unacceptable in classroom spaces. It also offers a way of practicing inclusive teaching through including diverse perspectives in the curriculum itself.

  17. Vie, Stephanie. “In Defense of ‘slacktivism’: The Human Rights Campaign Facebook Logo as Digital Activism | Vie | First Monday.” First Monday 19.4 (2014): n. pag. Web. 1 Nov. 2016. Vie’s essay is an example of the application of rhetorical theory to a new media phenomena, memes. Her analysis of the human rights campaign’s online efforts to have people display a specific image shows the relationship between current communication practices and social movements. If we are asking our students to take on communication practices of internet and social media culture, then we need to understand and teach about the social and cultural implications of these practices.

  18. Wood, Tara, et al. “Where We Are: Disability and Accessibility – Moving Beyond Disability 2.0 in Composition Studies” Composition Studies, 2014,42(2), p.147-150. This is a starting point for us in terms of looking at how technology can assist students with disabilities. It also highlights some of the areas of concern.

Possible Further Readings

George, Diana. From Analysis to Design: Visual Communication in the Teaching of Writing. College Composition and Communication 54.1 (2002): 11–38. Print.

Hill, Charles. “Reading the Visual in College Writing Classes.” Visual Rhetoric in a Digital World: A Critical Sourcebook. Ed. Handa, Carolyn. Boston: Bedford/St.Martin’s, 2004. Print.

Huntington, Heidi. “Pepper Spray Cop and the American Dream: Using Synecdoche and Metaphor to Unlock Internet Memes’ Visual Political Rhetoric.” Communication Studies 67.1 (2016): 77–93. Print.

—. “Subversive Memes: Internet Memes as a Form of Visual Rhetoric.” Selected Papers of Internet Research. 2013. Web. 10 Apr. 2015.

Milner, Ryan M. “Hacking the Social: Internet Memes, Identity Antagonism, and the Logic of Lulz.” The Fibreculture Journal 22 (2013): 62–92. Print.

—. “Media Lingua Franca: Fixity, Novelty, and Vernacular Creativity in Internet Memes.” Selected Papers of Internet Research, 14. 2013. Web. 16 Feb. 2016.

—. “Pop Polyvocality: Internet Memes, Public Participation, and the Occupy Wall Street Movement.” International Journal of Communication 7 (2013): 2357–2390. Print.

Soliday, Mary, and Jennifer Seibel Trainor. “Rethinking Regulation in the Age of the Literacy Machine.” College Composition and Communication 68.1 (2016): 125–151. Print.