Abstract

There is little question that the landscape of composition theory and pedagogy is changing. Equally understood is that much of the change arises from expanded notions of literacy and the emergence of media forms; less well recognized, or at least less thoroughly studied, is the impact of these developments on the composition professoriate, more specifically as it relates to some of the myriad issues associated with aging.

Journal
Kairos: A Journal of Rhetoric, Technology, and Pedagogy
Published
2008-08
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