Deadline to submit abstract for Computers and Composition special issue extended to August 8
Abstract due date extended to August 8! Make sure to note whether you are submitting for print, web, or print to screen (both).
A Special Issue of Computers and Composition, September 2012
Concurrent with a Fall 2012 special issue of Computers and Composition Online
Title: Deploying 21st Century Writing on the Economic Frontlines
Special Issue Editors: Lanette Cadle and Elizabeth A. Monske
This special issue examines the disconnect between theory and reality for techno-rhetors moving from technology-rich graduate training to the less-than ideal setting normal for most new instructors. Rather than surrender to the economic stress about how much more must now be done with less, articles included will provide, address, and explore pedagogical strategies in addition to underlying theories from teachers on these frontlines who have found ways to work technology successfully into their classes even when funds or equipment are lacking.
The issue began as conversations between two new tenure-track professors about the disparity between the possibilities shown through a technology-rich graduate education in rhetoric and composition and the reality of teaching 21st century literacies without computers, needed software, or sometimes both. Rather than resign themselves to the situation, they chose to put forth their own ideas for 21st century composition when the funds for technology are not forthcoming, and sought out others to share their strategies as well.
Contributors submit final manuscripts June 2012, with time given for revision.
Estimated number of articles: In Computers and Composition, 5 articles plus 2-3 book reviews. In Computers and Composition Online, at least 3-4 webtexts each for the Theory into Practice and Virtual Classroom sections, and 2-4 for Professional Development. We would also encourage text authors to crossover, i.e., submit webtext expansions of accepted articles in the print Computers and Composition special issue for Print to Screen.
Possible topic areas include but are not limited to...
Pedagogy: What are your hard-won ways to teach with technology in a non-tech setting?
When things go wrong: What are your battle stories? Much can be learned by analyzing the dynamics and speculating theoretically about those semi-comical days you tell war stories about.
What to do with one computer or one hundred: Do you still hear from your colleagues “I have students type their drafts in class or do research, but I don’t know what else I can do with them” or “I only have a computer at the podium to project my PPTs; anything else is impossible”? What do you tell them in return? How do you answer the question “in a room full [or void] of computers, what do YOU DO with your students”?
Open Source software and the open source ethos: How can we best inform, train, implement these possibilities to our peers?
They made me do it: When faced with a university-mandated overarching technology such as wireless, Turnitin, or Blackboard, what are your options? How do you deal with systems that are a poor fit for your pedagogy? How can writing teachers find out how to use these systems effectively when tech support lacks the context for writing instruction?
Making do: How have you revived, reexamined, or repurposed existing technologies (i.e., overhead projectors, notecards, texting, Facebook)?
Show me the money: How do you get and write technology grants? Where do they look? How can you articulate technology needs to administration or other faculty members who may be technophobic?
Submit 500-word abstracts to the editors (email addressed to both, please) by August 1 and please indicate print, webtext, or print/webtext. Accept/declines will go out in September.
Dr. Lanette Cadle
Department of English
Missouri State University
Dr. Elizabeth A. Monske
Department of English
Northern Michigan University