Digital reading and writing in composition studies:
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2020
|
| Ausgabe: | First issued in paperback |
| Schriftenreihe: | Routledge research in writing studies
|
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xiii, 240 Seiten Illustrationen, Diagramme |
| ISBN: | 9780367660291 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents Acknowledgments List of contributors viii ix 1 Introduction MARY R. LAMB PART 1 Collaborative Reading: Approaches to Reading in Crowded Digital Spaces 1 How Digital Writing and Design Can Sustain Reading, or Prezi Is Not Just for Presentations—Well, Now, Maybe It Is 17 19 DONNA QUALLEY 2 Developing Information Literacy Through Critical Reading and Writing 41 ALICE HORNING 3 Arguing with Ourselves: Rhetorical Reading and Algorithms on the Web 57 JOSHUA WELSH 4 A Difference in Delivery: Reading Classroom Technology Policies JACOB W. CRAIG AND MATTHEW DAVIS 70
vi Contents PART 2 Teaching Writing and Reading in Digital Spaces 85 5 The Past, Present, and Future of Social Annotation 87 AMANDA LICASTRO 6 Teaching Writing and Reading in Digital Spaces Through the Rhetoric of Social Commentary 105 SUZANNE COPE 7 Annotating with Google Docs: Bridging Collaborative Reading and Writing in the Composition Classrooms 116 JANINE MORRIS 8 Situating Design: Cultivating Digital Readers and Writers in the Composition Classroom 130 MOLLY E. DANIEL 9 Reading, Writing, Produsing: Fostering Student Authors in the Public Space 144 CATHERINE GABOR WITH RILEY NELSON 10 Reorienting Relationships to Reading by Dwelling in Our Discomfort 161 JULIE A. MYATT 11 Clip, Tag, Annotate: Active Reading Practices for Digital Texts 176 JASON MCINTOSH PART3 Implications and Institutional Contexts 12 Reading and Writing Digital Contexts Across Campus: From FYC and FYE to ME to CE 189 191 ED NAGELHOUT AND PHILIP RUSCHE 13 Trending Information: Mapping Students’ Information Literacies Against WPA Learning Outcomes in First-Year Writing JEANNE LAW BOHANNON AND ELLA GREER 206
Contents 14 New Assessments for New Reading: An Evidence-Based Approach vii 220 G. TRAVIS ADAMS Afterword: “A Rapprochement of Reading and Writing” 234 LYNÉE LEWIS GAILLET Index 239
Digital Reading and Writing in Composition Studies As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces—theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy (both
undergraduate and graduate) and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy. Mary R. Lamb, professor and chair of the department of English at Clayton State University, was formerly director of first-year writing at Clayton State. Publications include the edited collection Contested(ed) Writing: Re-conceptualizing Literacy Competitions (Cambridge Scholars 2013); ‘■ ’Teaching Nonfiction through Rhetorical Reading” {English Journal 2010); “The ‘Talking Life’ of Books: Constructing Women Readers in Oprah’s Book Club,” in Reading Women: Literary Figures and Cultural Icons from the Victorian Age to the Present (2005); and ‘“The Rhetoric of Gender’ as Advanced Writing,” in Coming of Age: The Advanced Writing Curriculum, ed. (Boynton/Cook, 2000). Jennifer Μ. Parrott is an associate professor at Clayton State University, where she teaches courses in first-year writing and literature. Topics for her recent publications include 3D printing and pedagogy in the library and collaboration in the academy. Her publication on using Facebook in the literature classroom appeared in Technology in the Literature Class: Assignments and Materials, 2016. She earned a PhD in English from Southern Illinois University Carbondale and has completed postdoctoral fellowships focusing on digital pedagogy and digital humanities at Georgia Tech and Bucknell University.
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| adam_txt |
Contents Acknowledgments List of contributors viii ix 1 Introduction MARY R. LAMB PART 1 Collaborative Reading: Approaches to Reading in Crowded Digital Spaces 1 How Digital Writing and Design Can Sustain Reading, or Prezi Is Not Just for Presentations—Well, Now, Maybe It Is 17 19 DONNA QUALLEY 2 Developing Information Literacy Through Critical Reading and Writing 41 ALICE HORNING 3 Arguing with Ourselves: Rhetorical Reading and Algorithms on the Web 57 JOSHUA WELSH 4 A Difference in Delivery: Reading Classroom Technology Policies JACOB W. CRAIG AND MATTHEW DAVIS 70
vi Contents PART 2 Teaching Writing and Reading in Digital Spaces 85 5 The Past, Present, and Future of Social Annotation 87 AMANDA LICASTRO 6 Teaching Writing and Reading in Digital Spaces Through the Rhetoric of Social Commentary 105 SUZANNE COPE 7 Annotating with Google Docs: Bridging Collaborative Reading and Writing in the Composition Classrooms 116 JANINE MORRIS 8 Situating Design: Cultivating Digital Readers and Writers in the Composition Classroom 130 MOLLY E. DANIEL 9 Reading, Writing, Produsing: Fostering Student Authors in the Public Space 144 CATHERINE GABOR WITH RILEY NELSON 10 Reorienting Relationships to Reading by Dwelling in Our Discomfort 161 JULIE A. MYATT 11 Clip, Tag, Annotate: Active Reading Practices for Digital Texts 176 JASON MCINTOSH PART3 Implications and Institutional Contexts 12 Reading and Writing Digital Contexts Across Campus: From FYC and FYE to ME to CE 189 191 ED NAGELHOUT AND PHILIP RUSCHE 13 Trending Information: Mapping Students’ Information Literacies Against WPA Learning Outcomes in First-Year Writing JEANNE LAW BOHANNON AND ELLA GREER 206
Contents 14 New Assessments for New Reading: An Evidence-Based Approach vii 220 G. TRAVIS ADAMS Afterword: “A Rapprochement of Reading and Writing” 234 LYNÉE LEWIS GAILLET Index 239
Digital Reading and Writing in Composition Studies As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces—theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy (both
undergraduate and graduate) and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy. Mary R. Lamb, professor and chair of the department of English at Clayton State University, was formerly director of first-year writing at Clayton State. Publications include the edited collection Contested(ed) Writing: Re-conceptualizing Literacy Competitions (Cambridge Scholars 2013); ‘■'’Teaching Nonfiction through Rhetorical Reading” {English Journal 2010); “The ‘Talking Life’ of Books: Constructing Women Readers in Oprah’s Book Club,” in Reading Women: Literary Figures and Cultural Icons from the Victorian Age to the Present (2005); and ‘“The Rhetoric of Gender’ as Advanced Writing,” in Coming of Age: The Advanced Writing Curriculum, ed. (Boynton/Cook, 2000). Jennifer Μ. Parrott is an associate professor at Clayton State University, where she teaches courses in first-year writing and literature. Topics for her recent publications include 3D printing and pedagogy in the library and collaboration in the academy. Her publication on using Facebook in the literature classroom appeared in Technology in the Literature Class: Assignments and Materials, 2016. She earned a PhD in English from Southern Illinois University Carbondale and has completed postdoctoral fellowships focusing on digital pedagogy and digital humanities at Georgia Tech and Bucknell University. |
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| isbn | 9780367660291 |
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| spelling | Digital reading and writing in composition studies edited by Mary R. Lamb and Jennifer M. Parrott First issued in paperback New York ; London Routledge, Taylor & Francis Group 2020 xiii, 240 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Routledge research in writing studies Lamb, Mary R. (DE-588)1307512097 edt Parrott, Jennifer (DE-588)1307513573 edt Äquivalent Druck-Ausgabe, Hardcover 978-1-138-48410-8 Erscheint auch als Online-Ausgabe, PDF 978-1-351-05293-1 Erscheint auch als Online-Ausgabe, EPUB 978-1-351-05292-4 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034586097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034586097&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
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