ARCHIVE FROM MY PREVIOUS WEBSITE
For my blog post this week, I feature The Journal of Interactive Technology and Pedagogy. I discovered this digital platform for scholarship after making a list of academic journals within the field of rhetoric and composition or related fields. I focus on this journal in this blog post due to the title; The Journal of Interactive Technology and Pedagogyincludes the intersection of one of my primary interests: technology and pedagogy. The way I am viewing my development as a rhetoric and composition scholar, a scholar interested n digital rhetoric, is that I am, “still figuring it out, still finding my place. Last week, I read Heidi McKee and James Porter’s book, The Ethics of Internet Research, which, admittedly, is a bit out of date, due to it being a decade old, and falls a bit short in expansive focus due to the narrowness of the argument. However, the text does set a foundation for considering the ethical implications of the internet research rhetoric and composition scholars are conducting. How does this relate to The Journal of Interactive Technology and Pedagogy? On the site, which is found at the URL, https://jitp.commons.gc.cuny.edu/, there is a tab for Teaching Fails, which I really appreciate, not because I a teacher who fails all the time, but because I think this is a good way to build a community of scholars who are working together to become more effective instructors. Most of my fails come in my role as a student; one failure came last week while discussing McKee and Porter’s book, a failure which I hope to remedy in this blog post. The Journal of Interactive Technology and Pedagogystates the mission is “promoting open scholarly discourse around critical and creative uses of technology in teaching learning, and research,” which I appreciate because these are my interests within rhetoric and composition. This digital journal has tabs which direct you to aspects of the journal such as, “Issues,” “Assignments,” and “Reviews.” For the sake of time, I will focus on the most recent issue, Issue 12, which is a themed issue focusing on digital technologies in art history. While this issue is not devoted to rhetoric or composition, it does focus on the implementation of digital technology in pedagogy, which I find useful pertaining to my interests. The Assignment tab opens a new page within the site where instructors can explain assignments and projects they completed in their classes. The first assignment is from late 2017 and is titled, “Digital Humanities and the First-Year Experience: Teaching Reading, Writing, and Research with Digital Critical Editions. I think this assignment would be beneficial for an emerging rhetoric and composition scholar. After reviewing some of the other offerings under the “’Assignments” tab, it is apparent that not all these suggestions are for rhetoric and composition, but are aimed at the humanities, specifically digital humanities. Earlier I mentioned I failed when discussing McKee and Porter’s book The Ethics of Internet Research. During small groups in class, we were discussing the binary McKee and Porter establish concerning internet research as text-based or human-based, and I mentioned that if I was pressed to choose one of the two, I would choose text-based. After reflection and revisiting the text, my assertion there is wrong. Not only is internet research human-based, but I was not working to disrupt the established binary. While I am not going to submit this failure to The Journal of Interactive Technology and Pedagogy(it wouldn’t be appropriate), I feel it can be cathartic if not reassuring to discuss failures as both an instructor and a student. Since this featured journal also values failures, and learning from failures, I decided to highlight one of my failures. I can see this journal that I rely on in the future, and perhaps one in which I seek publication as well.
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Charles WoodsPhD student focusing on Rhetoric, Composition, and Technical Communication at Illinois State University. Archives
October 2019
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