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Call for Webtexts: Kairos CoverWeb 10.1

Blogs, Wikis, and Drupal—Oh my! The Intersection of Online Writing Spaces, Rhetorical Theory, and the Composition Classroom

Kairos: Rhetoric, Technology, Pedagogy, an online, peer-reviewed journal (http://english.ttu.edu/kairos), is seeking submissions for the Fall 2005
CoverWeb issue on the intersection of online writing spaces, rhetorical theory, and the composition classroom. As more universities turn to
computerized composition classrooms, the use of blogs, wikis, drupal spaces, Blackboard and WebCT, and other online writing spaces has become
more widespread. Still, little has been theorized about how these spaces interact with rhetorical theory generally and affect the teaching of composition
specifically. Often billed as a tool for creating a “true audience” beyond the teacher, these spaces are sometimes limited to the members of a given
classroom, sometimes addressed to an entire program, and other times placed on the Internet and therefore open to any reader on the World Wide Web.
Occasionally, however, the writing that people do in these spaces goes unrevised, remains unread, and potentially reaches no audience at all.

This CoverWeb seeks to consider how these online writing spaces interact with rhetorical theory, as well as how they influence or impact the
composition classroom. To this end, we seek theoretical web texts and new media texts that address these concerns. We are interested in texts that
challenge the use of these tools in various educational settings as well as those that explore them. Some questions authors and composers might
consider are

• How can we define online writing spaces in terms of contemporary rhetorical and/or composing theory? For example, how does theory ground the
  process and products of online writing spaces? When the online space is used for private purposes versus an online instructional purpose, do different
  theories apply? In what ways and why?
• In what ways, if at all, do these online spaces represent intersections of technology and rhetoric? For example, when educators use these online spaces
  to create a sense of audience for students, how (if at all) does the notion of audience change rhetorically from audience as developed in a paper-bound
  journal or other traditional writing space?
• What are the strengths and weaknesses inherent in online writing spaces? What effects, if any, do those strengths and weaknesses have on students’
  writing and learning? On student agency?
• Are there tools that are available online to writers that should not be used in certain types of classes or writing situations (i.e., in the Writing Center)?
  Why or why not?
• How can/should these tools be incorporated into the classroom? How does the incorporation of these tools into a composition curriculum extend
  outside of the classroom for students?
• How much control, if any, should be imposed on the use of such a space? Does the amount of control needed for the classroom prescribe which of
  these tools should be used?
• What are the access and literacy issues involved in using such spaces: In what ways, if at all, do students’ technological literacies change to
  accommodate the tool? In what ways, if at all, does their understanding of the tool change their writing processes and products? Their audience? Their
  writing development?
• What are the implications of using online writing technologies in classrooms where multimedia or new media development is central to learning? How
  do these writing/composing/designing spaces intersect?

We are interested in seeing submissions from a range of classroom settings, including Writing Centers, humanities classes other than (but related to)
composition (i.e., classes in which composition/writing is a component), distance education curricula, and others. Although we are interested in seeing
classroom-practice narratives that provide context, we prefer webtexts that more directly address the theoretical implications of online writing
technologies. However, because of the relative newness of these technologies, please briefly explain/define your use of them within the submission.

Submission procedures:

• Do not include any authors’ names, emails, or affiliations within the webtext submission itself. We will ask authors of accepted webtexts to submit this information after acceptance.
• Include a common works cited page for all authors contributing to a webtext. Works cited pages can be done in APA, MLA, or another common style as
  long as the webtext follows the selected style throughout.
• ZIP all files and email it as an attachment to kcoverweb@technorhetoric.net. If your ZIP file is over 4 MB, please contact the editors in advance at the
  above email address to secure an alternative delivery method.
• In your email, please provide contact information for the lead/contact author. This person must be available via email during the summer months. In
  addition, each submission must include a 50-word abstract provided in the email cover letter (separate attachments are acceptable).
• It is the author’s responsibility to secure permissions in advance of submission for any documents used, including (but not limited to) student writing
  examples, in-class discussion quotes, and large amounts of images used from other sources as part of the design. Please include a note in the email
  cover letter acknowledging these permissions.

Some Usability/Accessibility Guidelines:

• Provide ALT tags for all images, especially graphics-based menus.
• When using images, video, or sound, please make these file types as web-friendly as possible via slicing or compression.
• Set table widths no larger than 600 pixels, if possible. Do not use the default width of 100 percent (to accommodate readability on larger screens).
• Set external links to open in a new browser window.
• Please seek advance permission from the CoverWeb editors to create webtexts in Microsoft Word or themed environments in FrontPage.

Submission Deadline: December 15, 2004

E-mail Zipped submissions to: kcoverweb@technorhetoric.net