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As the course presenter for this week, I feel as though it is important that I interact with the readings in this blog post. Therefore, I will discuss Cindy Selfe’s Toward New Media Texts, Barbara Monroe’s Crucible for Critical Literacy, and Stephanie Vie’s Digital Divide 2.0. I want to start with Vie’s work. This is the second text I have read by Vie, and I am coming to realize her work is important (necessary) to the foundation I am setting as a rhetoric and composition scholar interested in the intersection of pedagogy and technology. I really like her style, as I feel her scholarship is accessible for readers. As Vie works toward a definition of technological literacy, I really appreciate what she says about the role of the compositionist, “Compositionists should focus on incorporating into their pedagogy technologies that students are familiar with but do not think critically about: online social networking sites, podcasts, audio-mashups, blogs, and wikis” (10). Many of the assignments I include in my courses include digital components and, in my efforts to sustain a paperless classroom, I utilize technology whenever I can. However, not all my objects of production are new media texts. As I continue to grow as an instructor, I hope to develop a course where all the major assignments are new media texts. The next text I want to discuss in Barbara Monroe’s Crucible for Critical Literacy, wherein the author maintains that implementing technology in the form of digital communication makes for a more effective learning experience. Monroe details the correspondence between two schools, one which is primarily Latino/a and one which is primarily populated by indigenous Americans. The conversation concerning access in this piece is what struck me the most. When Monroe details how limited access to the technology, even homework, based on cultural differences, such as when Monroe describes the home as a place for family, not for work, for the Garland students, make me realize my privileged position when it comes to technological access. Moreover, it made me reflect on the kind of house my parents ran when I was growing up. I think my parents never came home to a family homebut came home to a place where they could keep working. There are pros and cons to this setting, as my parents had to work very hard to provide for me and my siblings, and I was well-provided for; also, I have a strong work ethic, something I credit for my successes, as limited as they might be. Cons, however, include me not feeling the strongest sense of community among my immediate family at times, among other things. This blog post kind of got away from me for a moment, but I think all these things are important. Like Vie, Cindy Selfe is emerging as a scholar I rely on a great deal. I have read a lot of her work at this point, and each piece seems to be important. The text we read for this week is great, as it presents ideas for activities which call for the composition of new media texts. I have read this text before, and even had my student at UAB read it before creating a multimodal composition. I really like this text and could see using it in classes at ISU such as ENG 145, ENG 145.13, ENG 249, and others.
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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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