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Cynthia L. Selfe respondes to Doug Hesse’s comment on her CCC article.

In this article we focus on new methods of multimodal digital research and teaching that allow for the increasingly rich representation of language and literacy practices in digital and nondigital environments. These methodologies—inflected by feminist research, new literacy studies, critical theory, and digital media studies—provide teacher-scholars a promising set of strategies for conducting research and for representing students' work and our own scholarship in digital contexts.

Rhetoric and composition’s increasing attention to multimodal composing involves challenges that go beyond issues of access to digital technologies and electronic composing environments. As a specific case study, this article explores the history of aural composing modalities (speech, music, sound) and examines how they have been understood and used within English and composition classrooms and generally subsumed by the written word in such settings. I argue that the relationship between aurality (and visual modalities) and writing has limited our understanding of composing as a multimodal rhetorical activity and has thus, deprived students of valuable semiotic resources for making meaning. Further, in light of scholarship on the importance of aurality to different communities and cultures, I argue that our contemporary adherence to alphabetic-only composition constrains the semiotic efforts of individuals and groups who value multiple modalities of expression. I encourage teachers and scholars of composition, and other disciplines, to adopt an increasingly thoughtful understanding of aurality and the role it—and other modalities—can play in contemporary communication tasks.

The authors explore the interdependent relationships between learning English(es) and learning digital literacies in global contexts, and, collaborating with two women who have moved and continue to move between the United States and Asia, highlight the crucial role that the practice of guanxi has played in advancing digital literacies. Their collaboration suggests that guanxi is a useful term for describing not only the multifarious constellations of connections and resources that structure the lives of individuals, but also for understanding how these connections are related to the social, cultural, ideological, and economic formations that structure the “information age.”

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In this article, we discuss the literacy narratives of coauthors Melissa Pearson and Brittney Moraski, who came to computers almost a generation apart. Our goal is to demonstrate the importance of situating literacies of technology—and literacies more generally—within specific cultural, material, educational, and familial contexts that influence, and are influenced by, their acquisition and development.

Commentary| January 01 2004 On Editing and Contributing to a Field: The Everyday Work of Editors Gail E. Hawisher; Gail E. Hawisher Search for other works by this author on: This Site Google Cynthia L. Selfe Cynthia L. Selfe Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 9–26. https://doi.org/10.1215/15314200-4-1-9 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Gail E. Hawisher, Cynthia L. Selfe; On Editing and Contributing to a Field: The Everyday Work of Editors. Pedagogy 1 January 2004; 4 (1): 9–26. doi: https://doi.org/10.1215/15314200-4-1-9 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

This article investigates the ways in which a subset of technical communicators acquired electronic literacy from 1978 to 2000, a period during which personal computers became increasingly ubiquitous in the United States in educational settings, homes, communities, and workplaces. It describes the literacy autobiographies gathered from 55 professional communicators participating on the Techwr-l listserv, focusing on the large-scale trends that these autobiographies reveal. To supplement the findings from these autobiographies, the authors conducted face-to-face interviews with four case-study participants: a faculty member, a professional communicator, and two students of different backgrounds majoring in technical communication. The article concludes with observations about the development of technical communication instruction in the twenty-first century.

Research Article| January 01 2002 “This Page Is under Construction”: Reading Women Shaping On-line Identities Dànielle N. DeVoss; Dànielle N. DeVoss Search for other works by this author on: This Site Google Cynthia L. Selfe Cynthia L. Selfe Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 31–48. https://doi.org/10.1215/15314200-2-1-31 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Dànielle N. DeVoss, Cynthia L. Selfe; “This Page Is under Construction”: Reading Women Shaping On-line Identities. Pedagogy 1 January 2002; 2 (1): 31–48. doi: https://doi.org/10.1215/15314200-2-1-31 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

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Preface Introduction: Writing a History of Computers and Composition Studies 1979-1982: The Professions Early Experience with Modern Technology 1983-1985: Growth and Enthusiasm 1986-1988: Emerging Research, Theory, and Professionalism 1989-1991: Coming of Age: The Rise of Cross-Disciplinary Perspectives and a Consideration of Difference 1992-1994: Looking Forward Afterword Author Index Subject Index

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On-line computer conferences have been of increasing interest to teachers of composition who hope to provide alternative forums for student-centered, collaborative writing that involve all members of their classes in active learning. Some expect them to provide sites for discourse that are more egalitarian and less constrained by power differentials based on gender and status than are face-to-face discussions. These expectations, however, are largely unsupported by systematic research. The article describes an exploratory study of gender and power relationships on Megabyte University, one particular on-line conference. While the results of the study are not definitive, they do suggest that gender and power are present to some extent even in on-line conferences. During the two 20-day periods studied, men and high-profile members of the community dominated conference communication. Neither this conference domination nor the communication styles of participants were affected by giving participants the option of using pseudonyms.

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Our profession's recent focus on the social construction of knowledge and the roles that discourse and community play in this construction have made some of us aware of disturbing characteristics in our classrooms. We now notice, for instance, that the traditional forums comprising these classrooms-group discussions, lectures, teacher-student conferences, written assignments-generally support a traditional hegemony in which teachers determine appropriate and inappropriate discourse. We notice, further, that this political arrangement encourages intellectual accommodation in students, discourages intellectual resistance, and hence may seriously limit students' understanding of, and effective use of, language. As a result, we have begun to recognize the need for non-traditional forums for academic exchange, forums that allow interaction patterns disruptive of a teacher-centered hegemony. These forums should encourage students to use language to resist as well as to accommodate and should enable individuals to create internally persuasive discourse as well as to adopt discourse validated by external authority. In creating such non-traditional forums to supplement the work now going on in our classrooms, we tacitly argue for the importance of discourse in learning, the importance of students talking and writing to one another as well as to the teacher as they attempt to come to terms with the theories and concepts raised in their courses. This particular kind of learning does not take place often enough within the forums characteristic of our traditional classrooms, where interaction-at least the approved kind of interaction-is all too often dyadic, emphasizing the role of the all-knowing teacher discussing a topic with quiet, attentive students who may respond to the teacher but not directly to one another. Socrates tells Phaedrus that this is the ideal learning situation: lucidity and completeness and serious importance belong only to those lessons on justice and honor and goodness

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