This piece juxtaposes two games created with generative AI: a commentary on the challenges of being an administrator handling competing demands regarding the use of generative AI, and a similar game structure centered on the digital humanities. Together, these two works offer a commentary on the conversations around generative AI in the humanities and a demonstration of the increasing value of these tools as part of multimodal composition.

This webtext juxtaposes six exercises in place-based writing, locative, media, and creative methods during a “BioBlitz” held at a nature reserve. Four frameworks inform the six educational interventions: “creative-critical electorate fieldwork,” Indigenous environmental justice, deep mapping and critical cartography, and analog/digital/post-digital writing. Readers can explore descriptions of all six workshops, authored by the facilitators. Together, the pieces that make up the “North Woods Project” show the array of paths that researchers and practitioners in arts, sciences, and technology can take when united by a single location and a shared theoretical framework.

This webtext uses four Artifacts—annotated video excerpts of class recordings— to demonstrate how web conferencing and collaborative word processing platforms can be used to bolster interactivity, teaching presence, and social presence in synchronous online writing classes.

In a UI-driven design world, we cannot overstate the anxiety many individuals experience when encountering code. If we wish to promote any form of coding literacy at scale, our earliest attempts will need to address these fears. This webtext introduces the pedagogy of basic coding and Open Fuego, a tool designed to help educators easily integrate aspects of coding literacy, computational thinking, and computer science knowledge into the rhetoric and composition classroom.

Through an analysis of over 40 writing center blogs, this webtext offers an overview of the current status of blog use in writing centers, and a guide to best practices that incorporates survey responses from the writing center professionals who maintain exemplary blogs.

This webtext presents video recordings of writing conferences with two students in a lower-division online research writing course, analyzed in light of online writing instruction and writing center scholarship on synchronous conferencing—specifically considering the extent to which students in the conference practice or acquire digital literacy skills, benefit from the immediacy of the interaction, and experience an asymmetrical power dynamic.

This webtext is a digital gallery of six (re)imagined interfaces, designed to de-familiarize and call attention to the material and aesthetic components of web design. By (re)imagining six everyday interfaces that commonly mediate online activity, the gallery offers space for viewers to question and explore issues of navigation, orientation, metaphor, language, embodiment, and infrastructure that undergird human-computer interaction.

A synthesis of converging and contrasting perspectives on ways of knowing and doing in digital rhetoric pedagogy among 25 teacher-scholars that provides a rough sketch of the state of digital rhetoric pedagogy as it is understood and practiced in the second decade of the 21st century and as it is told by a range of voices, including leading voices, in the subfield of Digital Rhetoric and identifies and highlights areas of productive tension among interviewees’ responses.

This webtext explores the pedagogical possibilities of teaching with and through "monkey selfies" as the issue of animal authorship and copyright opens up new pedagogical avenues for challenging the static and fixed views of authorship in composing practices.

The authors describe the process of editing a special issue ofDigital Humanities Quarterlyfocused on Comics as Scholarship, reflecting on the complications for scholarly practice and editorial assumptions when working with scholarly comics.

Winners of the Gail E. Hawisher & Cynthia L. Selfe Caring for the Future Scholarship share their experiences and their suggestions for increasing diversity and inclusion in the Computers and Writing community.

Visualizing Digital Seriality" explores the modding community surrounding video games through a case study exploring how serialization relates to digital cultures. Through a series of data visualizations, the topic of seriality and methods of distant reading are offered to enhance critical code studies through digital humanities methods.

Ghost bikes function as MEmorials, or a public acknowledgement of the unspoken costs of petrocultural values. However, ghost bikes are temporary monuments: they are often stolen or taken down by public authorities within just a few days or weeks after their installation. We created the mobile augmented reality experience “Death Drive(r)s: Ghost Bike (Monu)mentality” to visualize MEmorials of ghost bikes digitally.

As a solo project, "Alice in Dataland" is inherently limited by my own skillset as scholar, writer, designer, illustrator, and programmer. This personal construction in part caused me to reject the current aesthetic of the digital humanities, which tend towards center-hosted and grant-funded projects by collectives, not individuals. Instead, I took my inspiration from the classic web, and particularly from early electronic literature and webtexts.

I consider the “when” of rhetorical literacies by exploring individual and aggregate posts in the popular photo-sharing service Instagram as meaningful pivot points along broader continua of literate activity. In this way, social media participation is seen as a nexus and fulcrum from which scholars and students of writing and digital rhetorics may trace literate activity both backwards and forwards—to see social media as one public component in a host of self-sponsored writing and rhetorical practices.

By making these moves more visible through this type of analysis, I explain why this kind of social web participation is a significant site of study for digital rhetoric, one that can help expand how we teach social media writing practices to our students. These are students who may very well already be participating in similar fandoms and spaces and entering careers where they will be responsible for responding to these issues and setting policies for producers, consumers, crafters, and participants.

This webtext "tells the story of one composer's struggles with (and within) PowerPoint, a metonymic interface of digital composing" by placing "the composing processdepictedin the video in dialogue with the composing process thatresultedin the video.

A reflection onA Thrilla in ManiLA(Kairos17.2), this work examines the challenges and pleasures of composing a work on an iPad 2, a device that is not often recognized for its digital composing potential. This Inventio piece features a voice-over narration that talks about the process of composing and collects a series of related links (gathered below) that reveal earlier stages in the composing process.

In a 2009Computers and Compositionarticle, I examined how the terms multimedia and multimodal were used in academic and industry situations. This webtext extends that argument to investigate the ways in which a variety of other terms, including digital media and new media, are defined by scholars in the fields of computers and composition and education. These interview-based conversations laid the framework for a broader consideration of the anatomy of a definition: how we develop definitions and how definitions shape our work in academia, the classroom, and public life.

TheMapping Digital Technology in Rhetoric and Composition Historyproject can accommodate the geographical aspects of many relevant potential data sets, such as the locations of conferences, grant and award winners, book publications, graduate programs, job openings, and blog posts. The maps created for this article focus specifically on online rhetoric and composition journals and the discourses they contain.

Rhetorical Roots and Media Future is a multimodal project exploring podcasting as a part of a writing class. The text has two main components: a hypertextual webtext and a seven episode podcast series. The podcasts provide both a basic introduction to podcasting as a classroom activity and the ways in which podcasting provides new ways of engaging and shaping the canon of classical rhetoric, as well as the rhetorical skills that are foundational for good writing practice.

The practical, "how-to" companion to the more theoretically-oriented webtext in the Topoi section, Podcasting in a Writing Class? similarly provides a hypertext and series of podcasts—this time focusing on the construction and implementation of podcast assignments for writing courses.

At the Computers and Writing 2011 Conference in Ann Arbor, Michigan, Gail E. Hawisher was celebrated for her many contributions to the field. At that conference, Hawisher gave a keynote address entitled "Our Work in the Profession: The Here and Now of the Future." This video publication includes contributions from scholars who wanted to share their thoughts about Gail upon her retirement; it was presented during her keynote at C&W 2011 and is co-published inC&C Online.

The fact that I'm not a professor of professional writing or computer design allows for "Road Trip," with its basic code creation, to be of pedagogical use for students and teachers with limited technological resources. Through a scholarly engagement with creative writing, electronic literature, and design, this writing experiment is an example of the fun that a little, simple creative writing/coding can be for the creative writer.

This interview traces Burns's transition from military officer to professor, provides insight for junior scholars in computers and composition, and seeks connections among military training, artificial intelligence, and teaching with technology.

Authentic Design” is an attempt to convey a sense of playfulness and frustration, along with a hefty warning to digital writing scholars: We need to understand that meaning is not inherent in our tools (writing, media, ideas, language) nor does meaning reside in ourselves.

The site’s goal is to examine "the ways in which rhetoric, visual culture, and pedagogy interact with and inform each other. In keeping with this mission, the viz. blog is a forum for exploring the visual through identifying the connections between theory, rhetorical practice, popular culture, and the classroom.