Jenae Cohn, writing in the December Computers and Composition, provides case studies of student digital literacy narratives to study how the “addiction trope” influences student views of their social-media use.
Jennifer Grouling and Jackie Grutsch McKinney investigate whether students are actually doing multimodal writing and whether they know what “multimodality” means! Computers and Composition, in press.
Suzanne Choo argues that literature can counter the pressures of “strategic cosmopolitanism,” in which education is just an economic investment and not a means of fostering ethical relationships. May Research in the Teaching of English.
In the June 2016 Computers and Composition, Brittany Kelley analyzes the Ashwinder archive in the Sycophant Hex Harry Potter fanfiction site to posit that such sites function as “gift economies” rather than as “commodity cultures.”
In the Fall 2015 issue of Computers and Composition, Tiffany Bourelle, Andrew Bourelle, and Sherry Rankins-Robertson discuss a pilot program at Arizona State University that incorporates undergraduate instructional assistants into online “mega-sections” of first-year writing in order to decrease costs without diminishing student learning or increasing faculty workload. http://tinyurl.com/pqtv4k2
Writing in Computers and Composition, May 2015, Leigh Gruwell examines Wikipedia’s “gender-gap problem,” the fact that only 13% of its editors are female. Gruwell recounts interviews with three women who regularly contribute to Wikipedia to argue that a number of aspects of the Wikipedia process are not welcoming to women, in particular the positivist epistemology evoked by its “neutral point of view” and “encyclopedic style.” http://wp.me/p5NPq1-2X
Writing in the July issue of Computers and Composition, Takayoshi argues that composition studies has paid too little attention to increasingly common and prominent forms of communication like the Facebook postings and chats she analyzes. Such writing, she says, deserves empirical study, especially with regard to “what writers do” as they compose. She urges supplementing what she sees as composition’s longstanding “social turn” with fine-grained examination of actual writers’ processes working with current technologies in order to better understand how these processes relate to the composing processes taught in college writing classrooms. The two case studies she presents illustrate the complexity and rhetorical awareness underlying these short forms. http://wp.me/p5NPq1-2O