Digital Reading And Writing In Composition Studies
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Digital Reading and Writing in Composition Studies
As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces—theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy, both undergraduate and graduate; and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy.
Reconnecting Reading and Writing
Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.
Making Administrative Work Visible
Author: Leigh Graziano
language: en
Publisher: University Press of Colorado
Release Date: 2023-05-15
Making Administrative Work Visible brings together voices from graduate students, associated faculty, administrative staff, and tenured and tenure-track faculty at community colleges, regional state universities, liberal arts colleges, private colleges, and research-intensive institutions across the country to speak to the challenges, both named and unnamed, faced by those who do writing program administration work. These authors call explicit attention to this work and examine WPAs’ lived labor experiences and research methodologies to truly understand the scope of lived WPA labor. The collection has three parts, each of which focuses on the most confounding challenges facing WPAs as well as the most compelling sites of their contributions to administration, labor in higher education, and the discipline’s collective obligation to forwarding the goals of social justice and advocacy: Advocating through Representations of WPA Labor, Advocating by Accounting for Time and Labor, and Advocating in and through Complex Institutional Contexts. The chapters use data to share and track the work functions, job titles, grand narratives, program assessments, tenure and promotion, email practices, and more undertaken by WPAs in their administrative capacities. Chapters also surface narratives for future data and studies to be done by other scholars. By taking up and answering questions about the range of WPA work—and the invisibility of much of that work—Making Administrative Work Visible creates avenues toward accounting for and acknowledging the complex activity systems in which WPAs lead the work of the university and advocate for data-driven strategies needed to sustain this foundational area of higher education. Contributors: Kamila Albert, Brooke Anderson, Sheila Carter-Tod, Amy Cicchino, Ana Cortés Lagos, Kristi Murray Costello, Jennifer Cunningham, Ryan Dippre, Kimberly Emmons, Genevieve García de Müeller, Jill Gladstein, Caleb González, Michael Healy, Lyra Hilliard, Kristine Johnson, Seth Kahn, Rita Malenczyk, Troy Mikanovich, Lilian Mina, Angela Mitchell, Greer Murphy, Kate Navickas, Michael Neal, Patti Poblete, Jan Rieman, Heather Robinson, Katelyn Stark, Mary Stewart, Natalie Stillman-Webb, Lizbett Tinoco, Lisa Tremain, Martha Wilson Schaffer