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calls for participation

Reading and Writing New Media

Call for Papers & New Media Texts: Reading (and Writing) New Media
(a collection of essay-texts edited by Jim Kalmbach and Cheryl Ball)

Reading has long been studied in literary theory and pedagogy, in education, and in composition studies, but we have not yet interrogated the act of reading in the context of digital new media texts. Consequently, as teachers of digital literacy, multimodal writing, and web authoring, we often ask students to interact with and create digital, multimodal, and web-based texts without asking them to reflect on what it means to read such texts.

The editors of Reading (and Writing) New Media invite proposals that address questions such as What does it mean to read new media? How have digital spaces changed the activity of reading? How does reading digital texts—including games, instant messages, digital art and music, and other forms— enlarge our conception of what a text is? Is there a digital canon forming, and what are the consequences of such a move? We also recognize that every act of reading is also an act of writing—a construction—and that reading cannot be separated from writing. We ask: What happens when writing morphs into composition or design? What sorts of composing processes inform the creation and reading of new media texts? What teaching possibilities lay at the intersection between reading and composing new media texts? We invite essays and new media texts that reflect broadly on these issues. New media texts will be published in an accompanying CD with print connections (i.e., an author of a new media text can submit an artist’s statement to be published in the book and which would point readers to the CD). The CD will also contain selections from the new media projects discussed in the essays.

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CFP: Writing Centers and Disability

Call for Abstracts

Writing Centers and Disability

Deadline: October 1, 2005

Abstracts (approximately 500 words) for potential contributions are invited for a new edited collection tentatively titled Writing Centers and Disability. This collection will investigate the vital, but often ignored intersection of Writing Center Studies and Disability Studies.

Contributions will ultimately fall into three general categories:

• Research on tutoring writers with disabilities,
• Research and narratives of experience of making the writing center space accessible, and
• First-person accounts, both narrative and theoretical, of the experience of tutoring a disabled person or of being a disabled person who works in or uses a writing center.

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CFP: Technical Communication in the Age of Distributed Work

Call for Proposals: Technical Communication in the Age of Distributed Work

(See the original CFP and a downloadable Word document at my site.)

Shoshana Zuboff and James Maxmin are excited about it and see it as a moment of new liberation and choice for consumers and workers alike. Gilles Deleuze saw it as horrifying, even worse than the disciplinary society Michel Foucault described. It goes by many names: Distributed capitalism, the control society, the informatics of domination, the support economy. Whatever its name, the characteristics are the same: control over organizations is as distributed as ownership is in managerial capitalism; digital technologies play a vital enabling role; consumption is individuated, taking the form of the desire for unique identities and unique experiences; direct relationships between customers and businesses become more important; and customers look for stable beneficial relationships among consumers and producers that support these individual experiences. These needs are supplied not by large, vertically integrated companies but by temporary "federations" of suppliers for each individual transaction. These federations are endlessly recombinant. Work is fragmented temporally, geographically, and disciplinarily. Lifelong employment is replaced by what Zuboff and Maxmin call "lifelong learning" -- what Donna Haraway calls continual deskilling and retraining.

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CFP: Computers and Writing Online 2005

CFP: Computers and Writing Online 2005

When Content Is No Longer King: Social Networking, Community, and Collaboration

David Reed explains that in the early stages of a network's formation and growth, that “content is king,” that there are a “a small number of sources (publishers or makers) of content that every user selects from" (qtd in Rheingold Smart Mobs 61). As the network scales, “group-forming networks” occur, and the value of the network increases exponentially in relationship of the number of users, otherwise known as Reed's Law, privileging the social interaction over content.

We can see this change in network valuation in today's Internet. The increased valuing of social interaction in large scale networks is reflected in the new technologies that place emphasis on social communication and community over content. These technologies, often dubbed “social software” are applications that, as Clay Shirky explains, “support group interaction.”

We invite proposals from scholars, graduate students and others who have an interest in computers and writing and social interactions and are working on projects in gestation, in progress, near completion, or at any stage in between, whether a thesis or dissertation, article, book project, or just want to preview and fine-tune your conference presentation for Computers and Writing Conference hosted by Stanford University. This is a unique opportunity for extended discussion of your ideas before heading to Palo Alto. Conference organizers are particularly interested in presentations that address, but are not limited to, the following concerns:

Technical Communication Quarterly Special Issue CFP: Online Teaching and Learning

Technical Communication Quarterly Special Issue: Online Teaching and Learning: Preparation, Development, and Organizational Communication

Online teaching and learning have become common to many organizations. Various traditional colleges and universities currently conduct academic courses—such as rhetoric and technical communication—online. Many times, students need acculturative exercises to assess their “readiness” for the online environment and possible follow-up orientation. Those who teach online and administer such programs also need orientation and training for their own “readiness” in online environments. They need training at organizational levels not just for technical platform-specific skills development, but also for the practical and theoretical transfer of pedagogical principles and practices to online environments. Similarly, non-traditional educational institutions that provide learning assistance or market to distance learners conduct employee training and development. In any of these cases, such training often occurs at a distance. It is important to examine what kinds of principles and processes address the very real challenges that arise when an institution conducts some or all of its training and professional development online–via the Internet or other modalities. This special issue of Technical Communication Quarterly explores organizational communication, needed preparation, and development strategies for online educators.

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