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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.

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.”

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.

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

Composition studies, as a field, has always depended on theoretical constructs and empirical methods from other disciplines. This article looks at interdisciplinary work in the area of composition and computer-mediated communication (CMC). The work on writing and electronic networks has drawn from early experimental studies of CMC in social psychology, the premises of which are at odds with current thinking in both composition studies and social psychology. In recent years, social psychological research on CMC has witnessed changes similar to those in composition: a rethinking of positivistic frameworks and a move to emphasize social constructs. This article reviews the work of four groups conducting social psychological research on CMC. It traces the movement away from theoretical frameworks based in positivism toward those grounded in social constructionism. It concludes by advocating a dialogic relationship between research in computers and composition studies and social psychology.

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