Computers and Composition Jun 2015 Open Access

To Teach, Critique, and Compose: Representing Computers and Composition through the CIWIC/DMAC Institute

Julia Voss

Abstract

This article examines how the Computers in Writing-Intensive Classrooms (CIWIC)/Digital Media and Composition (DMAC) Institute has realized founding director Cynthia L. Selfe's commitment to prioritizing people first, then teaching, then technology. I analyze how institute curricula introduce and model pedagogies for teaching digital composing, foster networking among participants, articulate a critical stance toward technology, and encourage newcomers to enter the field as administrators and scholars (as well as teachers). I also draw on participant documents (social media posts, publications, and CVs) to investigate the uptake of these ideas. Moving forward, I suggest that in light of the institute's growing emphasis on digital composing, 1) knowledge-making should be seen as the larger frame for CIWIC/DMAC work, and 2) research should be added to the institute's existing articulation of the field in terms of people→teaching→technology.

Journal
Computers and Composition
Published
2015-06-01
DOI
10.1016/j.compcom.2015.04.003
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Topics
genre theory writing across the curriculum teacher development digital rhetoric social media
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